An Investigation of the Relationship Between Math Anxiety and Self-Effacy Among Practicing Elementary Teachers

Abstract

This quantitative correlational study explored the relationship between math anxiety and math self-efficacy among practicing elementary teachers in a midwestern county. The independent and moderating effects of the number of math content courses taken, the complexity of math courses taken and the number of years of teaching experience were also evaluated. Data from 148 teachers were collected, of which 130 provided complete information for analysis. The Math Anxiety Scale for Teachers (MAST) and Mathematics Teaching Efficacy Belief Instrument (MTEBI) were used to measure math anxiety and math self-efficacy, respectively (Ganley, Schoen, LaVenia, & Tazaz (2019), Enoch, Smith and Hunter (2010). Simple linear and multiple linear regression models were used for analysis. A very large, statistically significant negative association was observed between math anxiety and self-efficacy both overall and among component subscales of both instruments. In addition, the number of math content courses taken both independently positively predicted math self-efficacy and positively moderated the relationship between math anxiety and math self-efficacy. Though not statistically significant, the data further suggested that years of experience may also positively affect self-efficacy. No independent or moderating effects for math course complexity were observed.