Mathematics Teachers’ Beliefs, Self-assesments and Their Teaching Practices in Republic Croatia

  • Zoran Horvat Faculty of Humanities and Social Sciences, Ivana Lučića 3, 10000 Zagreb, Croatia
  • Ante Kolak Faculty of Humanities and Social Sciences, Ivana Lučića 3, 10000 Zagreb, Croatia
Keywords: mathematics education, teacher competencies, teachers’ beliefs and self-assesments


The aim of this research was to analyse the beliefs, self-assessments, teaching practices and some extracurricular activities of mathematics teachers in the Republic of Croatia. In order to conduct the research on the competence profile of math teachers and present the findings, an instrument was devised based on relevant research in the field of math education as well as relevant theory and research in pedagogy and psychology. Primary objective of the research was set on determining predictive value of individual teacher characteristics, deriving from their attitudes, beliefs, self-assessment and teaching practice and the amount in which they contribute to the quality of their teaching methods and practices. Main assumption of this study is that the perception of academic self-efficiency, teacher system of values and beliefs reflect teacher competence profile, determine their teaching and upbringing role and are the foundation for acquiring values and achieving educational outcomes of students. Participants in the research were 348 elementary and high school mathematics teachers from all Croatian counties.


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How to Cite
Zoran Horvat, & Ante Kolak. (2022). Mathematics Teachers’ Beliefs, Self-assesments and Their Teaching Practices in Republic Croatia. International Journal of Sciences: Basic and Applied Research (IJSBAR), 62(2), 460-467. Retrieved from