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The purpose of this study was to examine the effects of fifth-grade mathematics teachers' efficacy (MTE) on their students' mathematics self-efficacy (SMSE) and mathematical achievement (SMA) in classrooms. Two mathematics efficacy instruments were administered to 58 classes (i.e. 58 teachers and 1244 fifth-graders respectively) to gather data associated with SMA scores in school. Statistical analyses were applied to the obtained data. The findings revealed that MTE beliefs significantlydoi:10.12973/eurasia.2015.1387a fatcat:6cgziito4zcjzd6hstfgpk4x6q