The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their students‘ mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachers‘ perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachers‘ perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
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Doctor of Education (Ed.D.)
College of Education
Educational Research, Technology, and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Sasser, Jennifer, "Elementary Teachers' Perceived Mathematics Anxiety And Teaching Efficacy In Relationship To Students' Mathematics Achievement" (2010). Electronic Theses and Dissertations. 1579.