The Relationship Between Mathematics Teaching Anxiety and Mathematical Beliefs Among Secondary Stage Teachers

Abstract

The study aimed to measure the level of mathematics teaching anxiety and mathematical beliefs, and to examine the relationship between them among secondary school teachers, through a quantitative descriptive approach, which included a descriptive survey design. To determine the terms of the two variable scales, and the descriptive correlational design; To detect whether there is a statistically significant correlation between them. The method of comprehensive inventory of all mathematics teachers in boys’ secondary schools in the city of Arar was adopted. As a purposive sample, the number was (71) teachers in (21) secondary schools. The mathematics teaching anxiety scale [Questionnaire] consisted of (32) statements in five dimensions, and the mathematical beliefs scale [Questionnaire] consisted of (24) statements in four dimensions. The study was implemented in the third semester (1445 AH) in the city of Arar. The results showed that the level of teachers was average on the two scales, and the Pearson correlation value between them reached (0.417), which is a statistically significant value at the significance level (α≤0.01), and  it means that there is a moderate direct correlation between the two variables for teachers. In light of its results, the study presented a set of recommendations and proposals.