Preservice Early Childhood Education Teachers’ Mathematics Teaching Efficacy Beliefs and Mathematics Anxieties
This study investigated mathematics teaching efficacy beliefs and mathematics anxieties of preservice Early Childhood Education (ECE) teachers. Furthermore, the difference on preservice ECE teachers’ mathematics teaching efficacy beliefs and mathematics anxieties across the grade levels, and the relationship between these two variables were investigated. The data sources were Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) and Mathematics Anxiety Scale-Revised (MAS-R). Findings revealed that preservice ECE teachers have relatively high levels of mathematics teaching efficacy and low levels of mathematics anxiety. Furthermore, 3rd and 4th grade preservice ECE teachers had significantly higher mathematics teaching efficacy beliefs than 1st grade preservice ECE teachers, and 3rd grade preservice ECE teachers had significantly higher levels of mathematics anxiety than 2nd and 4th grade preservice ECE teachers. There was a moderate negative relationship between mathematics teaching efficacy beliefs and mathematics anxiety. All these findings were presented and discussed in detail in the current study.
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