Educational Academic Research
Research Article

Investigation of Preschool Teachers’ Math Anxiety Effect on Mathematics Self Efficiency


Ekinyolu Köprübaşı İlkokulu, Bingöl, Türkiye


İnönü Üniversitesi, Eğitim Fakültesi, Okul Öncesi Eğitimi Anabilim Dalı, Temel Eğitim Bölümü, Malatya, Türkiye

Educational Academic Research 2022; 46: 49-61
DOI: 10.5152/AUJKKEF.2022.1002612
Read: 539 Downloads: 134 Published: 19 September 2022

In this study, it was aimed to determine the math anxiety and math self-efficacy levels of preschool teachers, whether math anxiety and math self-efficacy differ meaningfully in terms of independent variables and to determine the relationship between them. In the study, relational research model, one of the quantitative research methods, was used. The population of the study is preschool teachers working in official independent kindergartens affiliated to Ministry of Education in Bingöl province in the 2019–2020 academic years. The sample of the study consists of 89 preschool teachers who were selected by using simple random sampling method. In the research, “Personal Information Form” prepared by the researcher as a data collection tool, “Mathematics Anxiety Scale” to measure mathematics anxiety, and “Self-Efficacy Scale for Mathematics Education for Preschool Teachers” to measure mathematics self-efficacy were used. In the study, the data were evaluated by calculating descriptive statistics, t-test in independent groups, oneway variance analysis, multiple comparison Tukey test, and Pearson Correlation Coefficient. As a result of the research, it was found that preschool teachers had high mathematics self-efficacy while their math anxiety levels were low.

Cite this article as: Aytaç, Y., & Ünal, M. (2022). Investigation of preschool teachers’ math anxiety effect on mathematics self efficiency. Educational Academic Research, 46, 49-61.

EISSN 2822-3535