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This study investigated mathematics teaching efficacy beliefs and mathematics anxieties of preservice Early ChildhoodEducation (ECE) teachers. Furthermore, the difference between preservice ECE teachers’ mathematics teaching efficacy beliefsand mathematics anxieties across the grade levels, and the relationship between these two variables were investigated. The datasources 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 ofmathematics anxiety. Furthermore, 3rd and 4th grade preservice ECE teachers had significantly higher mathematics teachingefficacy beliefs than 1st grade preservice ECE teachers, and 3rd grade preservice ECE teachers had significantly higher levels ofmathematics anxiety than 2nd and 4th grade preservice ECE teachers. There was a moderate negative relationship betweenmathematics teaching efficacy beliefs and mathematics anxiety. All these findings were presented and discussed in detail in thecurrent study. |
