An English Version of the Mathematics Teaching Anxiety Scale

Yıl 2019, Cilt: 6 Sayı: 3, 436 - 443, 15.10.2019

Thomas Hunt Mehmet Hayri Sari

https://doi.org/10.21449/ijate.615640

Cited By: 8

Öz

This study represents the implementation of an English version of the Mathematics Teaching Anxiety Scale (MTAS), originally published in Turkey (Sari, 2014). One hundred and twenty-seven primary school teachers from across the U.K. completed the survey, including 74 qualified teachers and 53 trainees. Following item-reduction and factor analysis, the 19-item MTAS was found to have excellent internal consistency (α = .94) and has a two-factor structure. Factor one, labelled Self-Directed Mathematics Teaching Anxiety, includes 12 items pertaining to a teacher's own teaching practice and perceived ability, whereas factor two, labelled Pupil/Student-Directed Mathematics Teaching Anxiety, includes 7 items pertaining to anxiety concerning pupils/students failing assessments or not reaching curriculum/school targets. Pre-service teachers, compared to in-service teachers, self-reported significantly higher overall maths teaching anxiety. Among in-service teachers, there was a significant negative correlation between length of service and maths teaching anxiety. These findings are important in the context of retention issues in newly qualified teachers and the need to support trainees and newer teachers if they experience anxiety related to teaching maths.

Anahtar Kelimeler

Mathematics, Teaching, Anxiety, Scale, MTAS

An English Version of the Mathematics Teaching Anxiety Scale

Öz

This study represents the implementation of an
English version of the Mathematics Teaching Anxiety Scale (MTAS), originally
published in Turkey (Sari, 2014). One hundred and twenty-seven primary school
teachers from across the U.K. completed the survey, including 74 qualified teachers
and 53 trainees. Following item-reduction and factor analysis, the 19-item MTAS
was found to have excellent internal consistency (α = .94) and has a two-factor
structure. Factor one, labelled Self-Directed Mathematics Teaching Anxiety,
includes 12 items pertaining to a teacher's own teaching practice and perceived
ability, whereas factor two, labelled Pupil/Student-Directed Mathematics
Teaching Anxiety, includes 7 items pertaining to anxiety concerning
pupils/students failing assessments or not reaching curriculum/school targets.
Pre-service teachers, compared to in-service teachers, self-reported
significantly higher overall maths teaching anxiety. Among in-service teachers,
there was a significant negative correlation between length of service and maths
teaching anxiety. These findings are important in the context of retention
issues in newly qualified teachers and the need to support trainees and newer
teachers if they experience anxiety related to teaching maths.

Anahtar Kelimeler

Mathematics, Teaching, Anxiety, Scale, MTAS

Kaynakça

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