Abstract
This study attempted to determine the relationship between motivation in preservice teachers' mathematics anxiety, particularly elementary educators. It aims to describe the preservice perceived motivation regarding intrinsic and extrinsic and mathematics anxiety as to psychological and behavioral. A descriptive-correlational research design was utilized in this study, and survey questionnaires were disseminated using Google forms participated by sixty-one (61) Elementary Educators. It was conducted on thirty (30) second-year and thirty-one (31) third-year students taking Bachelor of Elementary Education at Laguna State Polytechnic University-San Pablo City Campus, using a purposive sampling technique. Survey questionnaires were used in this study. This study employed mean, standard deviation, and Pearson product-moment correlation. The data showed a significant relationship between preservice teachers' perceived motivation and mathematics anxiety.
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