A comparative study of mathematics teaching anxiety among elementary schoolteachers in Indonesia and Nigeria

Resumo

Teachers play a critical role in their efforts to provide meaningful mathematics learning to students to prevent them from experiencing learning anxiety. This study examined the experiences of elementary schoolteachers in Indonesia and Nigeria in confronting and overcoming mathematics teaching anxiety, recognizing the critical role teacher confidence plays in shaping student learning outcomes. The comparative approach of this study provided a nuanced understanding of how cultural context influences mathematics teaching anxiety and the coping strategies employed by teachers in different settings. The study utilized a descriptive survey research design, employing quantitative collection methods. This study included all elementary schoolteachers in Indonesia and Nigeria, selecting a representative sample of 331 elementary mathematics teachers using a stratified random sampling technique. Two researcher-developed instruments were used: The Level of Anxiety among Elementary School Teachers in Indonesia and Nigeria Rating Scale (LAESTINRS) and the Causes and Strategies Employed to Overcome Mathematics Teaching Anxiety Questionnaire (CSEOMTAQ). The findings revealed that the level of anxiety among elementary schoolteachers in Indonesia and Nigeria was low. Insufficient self-confidence in mathematical abilities and a lack of resources and teaching materials became the major causes of mathematics anxiety among the teachers, among others. Teacher-to-teacher mentorship and collaborative learning as well as organizing and encouraging professional development programs were the strategies used in managing mathematics teachers’ anxiety. There was a significant difference in the level of anxiety among the elementary schoolteachers in Indonesia and Nigeria. It was recommended that continuous training programs and professional development opportunities that address the root causes of mathematics teaching anxiety should be organized.

Dados da obra

Tipo

Artigo

Periódico

Humanities, Arts and Social Sciences Studies

Ano

2025 (2025-12-03)

Palavras-chave

mathematics teaching anxiety; primary school teachers; teacher confidence; coping strategies; teacher mentoring; cooperative learning; professional development; cultural context; Indonesia; Nigeria; teaching materials

Temas

Formação de Professores de Matemática

DOI

10.69598/hasss.25.3.277700

ISSN

2630-0079

Licença

cc-by-nc-nd

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026