The acquisition of self-assessment skills and the ability to derive knowledge from both personal and external experiences are crucial for the professional growth of a teacher. In order to effectively use their professional knowledge in practice, it is essential for teachers to possess a comprehensive understanding of both the strengths and flaws inherent in their expertise. Consequently, the outcomes will manifest in the cognitive abilities and competencies of the pupils.

The presumed impact on the efficacy of a mathematics teacher is heavily contingent upon their favorable attitude towards mathematics and the process of problem-solving. Hence, in the present study, we undertake a comparative analysis between teacher's self-assessment and the manifestation of a state of flow in the domains of mathematics and problem-solving.

The objective of our research was to investigate the self-evaluation of mathematics teachers and the occurrence of flow experience in their connection with mathematics in primary schools where Hungarian is the medium of instruction in the southern region of the Slovak Republic. The findings of our study indicate that the teachers who were interviewed had a good self-assessment. Furthermore, the primary elements associated with the flow experience were discovered. Additionally, it was discovered that a portion of the instructors polled had previously encountered flow experiences in the context of mathematics, while the remaining respondents had the chance to undergo such experiences. The acquired findings may be regarded as a significant foundation for the practical significance of the flow experience in the context of education, given that both domains possess the capacity to augment the efficacy of educational practices.

Keywords: Self-assessment, flow experience, mathematics teachers.