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The purpose of the present study was to examine primary school teachers' epistemological beliefs and teaching efficacy beliefs about mathematics and the relationship between these two constructs. Two paper and pencil questionnaires were administered to 184 in-service and pre-service teachers. Exploratory factor analysis yielded five epistemological factors that were labelled: simplicity of knowledge, certainty of knowledge, innate ability, source of knowledge, and speed of learning.doi:10.1016/j.sbspro.2010.12.357 fatcat:dzq3jtvm5fhn5kcfldv4f3qtdu