Mathematics anxiety and self-efficacy in pre-service teachers: implications for intervention

Abstract

This study examined the relationship between mathematics anxiety and self-efficacy among pre-service teachers at a Philippine college of education and generated evidence to inform institutional intervention design. Addressing the limited mixed-methods evidence in the local teacher education context, the study used a convergent parallel mixed-methods design. Quantitative data were collected from 131 first- and second-year pre-service teachers using validated measures of mathematics anxiety and self-efficacy, while qualitative data were gathered through an open-ended prompt on students’ mathematics learning experiences. Findings showed moderate to high mathematics anxiety, particularly in test and individual performance situations, alongside generally high self-efficacy in collaborative and familiar contexts. Pearson’s correlation revealed a significant moderate negative relationship between mathematics anxiety and self-efficacy (r=-0.349, p=0.001). Through joint interpretation of the quantitative and qualitative findings, the study showed that supportive relationships, enjoyment of mathematics, real-life relevance, passion for the subject, and strong foundations supported self-efficacy, whereas fear of failure, perceived difficulty, skill gaps, and negative past experiences heightened anxiety. The study contributes context-sensitive evidence on the integration of affective factors in Philippine teacher education and informed the development of the empowering anxiety support and yearnings in mathematics (EASY-MATH) program, a proposed intervention grounded in the identified emotional, academic, and social support needs of pre-service teachers.