Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


Educational Administration and Supervision

First Advisor

Dr. C. Elliott Ostler


This dissertation presents a mixed-data investigation aiming to comprehensively understand math anxiety in teachers. Math anxiety is defined as “feelings of tension and anxiety that interfere with the manipulation of numbers and solving of mathematics problems in a variety of ordinary life and academic situations” (Richardson & Suinn, 1972, p. 551). The study focuses on rural Nebraska district comparing practicing Elementary and Secondary teachers on the variable of Mathematics Anxiety. Employing both quantitative and qualitative methods, the research seeks to explore the correlations between teacher’s self-efficacy and Math Anxiety.

The quantitative process involved the use of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) to measure teacher self-efficacy and the Math Anxiety Scale for Teachers (MAST) to measure Math Anxiety. Complementing these quantitative measures, a qualitative component utilizes a semi-structured interview process to uncover common experience of teachers with math. Previous studies on math anxiety in teachers often concentrated on elementary or pre-service teachers, emphasis teacher qualities rather than teacher’ experience with math influencing their instructional practices.

This study takes a distinctive approach, drawing on semi-structed interviews with eight (8) practicing teachers to gain deeper insights. By combining quantitative and qualitative data, the research provides a holistic understanding of the intricate relationship between teachers’ self-efficacy, math anxiety, and their instructional practices. The finding aims to contribute valuable insights for teacher training programs and cultivation of positive learning environment for mathematics education.


The author holds to the copyright to this work. Reach out to the author directly for any reuse or permissions.