Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers

Abstract

This study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among 156 elementary pre‐service teachers from a university in the southeastern United States. Data sources included the Mathematics Anxiety Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs Instrument, and pre‐service teacher interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers’ efficacy (r = −.475, p<.05). Specifically, the pre‐service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. Interviews with pre‐service teachers indicated that their mathematics anxiety is associated with efficaciousness toward mathematics teaching practices and is the basis for their mathematics teaching efficacy beliefs.