Abstract
Kosovo needs some improvements about its education system and requires some essential and rapid changes in teachers' attitudes towards their profession and in teacher training. Attitude and anxiety are important components that affect the success in profession life and teaching of them. Because of that, the aim of this research is to examine the attitude towards teaching profession and the anxiety towards mathematics teaching, and to explore the differences between the attitude and the anxiety levels of Kosovan and Turkish teachers. The attitude towards teaching profession and the anxiety towards mathematics teaching scales were applied to a total of 64 teachers with this aim. A total of 29 of these teachers were from Turkey while a total of 35 of them were from Kosovo. These teachers were determined randomly from the teachers working in Turkey and Kosovo. At the data analysis stage, firstly total points were divided into the items for each scale and then average points were calculated separately for each one. After that, descriptive statistics and variance analysis were applied to the average points. After the analysis of the data, it was understood that there was not a significant difference between the anxiety towards mathematics teaching of Kosovan and Turkish teachers while there was a significant difference between their attitudes about teaching profession. Besides, it was indicated that Kosovan teachers had a higher level of attitude towards teaching profession than Turkish teachers. Additionally, there were significant relationships between the attitude towards teaching profession and the anxiety towards mathematics teaching not only for Turkish teachers but also Kosovan teachers.
Highlights
There are many factors that affect mathematics education
Statistical analyses carried out to identify the anxiety of maths teaching and the attitudes towards mathematics profession of the teachers who participated in the study in Kosovo and Turkey, and to investigate the differences of these attitudes and anxieties were included in
The finding obtained in the scope of this research related to mathematics anxiety shows similarity with the results of the study by Yıldırım (2013) that reveals that the teachers have low level of maths anxiety; with the results of the study by Nurlu and Eti (2016) in which the mean anxiety level of a considerable number of the preservice teachers of primary education is between the levels "I am never anxious" and "I feel slightly anxious"
Summary
There are many factors that affect mathematics education. Anxiety towards mathematics is one of the most important problems experienced in learning mathematics and one of the most important factors that are effective in this process.Anxiety can be described as "a state of arousal that manifests itself through physical, emotional and mental changes that one experiences when faced with a stimulus" (Aiken, 1976, cited in, Aydın and Dilmaç, 2004). Anxiety towards mathematics is one of the most important problems experienced in learning mathematics and one of the most important factors that are effective in this process. Individuals' concerns about teaching or learning mathematics have a negative impact on learning mathematics (Cüceloğlu, 1991: 441, Rounds and Hendel, 1980: 138, cited in, Sırmacı, 2007, Berberoğlu, 2007). As a result of the unfortunate events experienced in mathematics teaching, the anxiety created by the incomprehensibility of mathematics causes the negative attitude towards mathematics to develop in the first years of school. Due to the negative attitude, learning is delayed or does not occur at the desired level (Sırmacı, 2007)
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