The Relationship of Self-Regulation and Teaching Efficacy to Mathematics Teaching Anxiety among Mathematics Pre-Service Teachers

Abstract

  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.