The Relationship of Self-Regulation and Teaching Efficacy to Mathematics Teaching Anxiety among Mathematics Pre-Service Teachers
DOI:
https://doi.org/10.59120/drj.v17i3.633Keywords:
Mathematics education, mathematics teaching anxiety, pre-service teachers, self-regulation, teaching efficacyAbstract
Mathematics teaching anxiety may affect future teachers' instructional preparedness. This study aimed to determine whether self-regulation and mathematics teaching efficacy significantly predict mathematics teaching anxiety among pre-service mathematics teachers. A quantitative, cross-sectional, descriptive-correlational design was used, involving 78 pre-service mathematics teachers who underwent field-based training and completed adapted, validated instruments. Multiple regression analysis examined the predictive contribution of self-regulation and teaching efficacy to mathematics teaching anxiety. Results showed a significant regression model, with teaching efficacy emerging as a significant predictor, while self-regulation did not contribute significantly to the model. The predictors explained 26.3% of the variance in mathematics teaching anxiety (R² = .26, p = .001). These findings suggest that teaching efficacy is an important factor associated with mathematics teaching anxiety and may inform teacher education programs by supporting targeted strategies to strengthen pre-service teachers’ professional preparedness.
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References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bosica, J. (2022). Using a Mixed Methods Approach to Study the Relationship Between Mathematics Anxiety, Mathematics Teacher Efficacy, and Mathematics Teaching Anxiety in Preservice Elementary School Teachers in Ontario. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 190-209. https://doi.org/10.1007/s42330-022-00203-8
Enochs, L. G., Smith, P. L., and Huinker, D. (2000). Establishing factorial validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194–202. https://doi.org/10.1111/j.1949-8594.2000.tb17256.x
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Copyright (c) 2026 Angel M. Andres, Charity Key L. Pugoso, Kenneth M. Guerra
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