Exploring Ghanaian teachers’ efficacy beliefs, recognition and strategies to address math anxiety

Abstract

Math anxiety is a significant issue affecting students' learning experience and achievement. Teachers are essential in recognising math anxiety and using suitable strategies. However, their belief in their efficacy in teaching math is essential in recognising and using strategies. Little is known about the math teaching efficacy beliefs of teachers in Ghana regarding their recognition and addressing math anxiety. This study aims to fill in the gap by investigating the math teaching efficacy beliefs, efficacy in recognising math anxiety and strategies they use to address it. The study also investigated the role of teachers’ experience with math anxiety and its influence on the recognition of math anxiety. A multilevel triangulation mixed method was used in this study to explore the relationship between math teaching efficacy belief, efficacy belief in recognising math anxiety and strategies to address math anxiety. The results of this study illuminate teachers' math teaching efficacy beliefs, recognition of math anxiety and strategies for addressing math anxiety in the Ghanaian context. The implications of this research extend to the development of support systems and professional development to enhance math learning experiences and outcomes for students facing math anxiety