Teacher Mathematics Anxiety and Early Numeracy Instructional Quality
Examining It’s Relationship among Kindergarten Teachers in Depok City, Indonesia
DOI:
https://doi.org/10.31004/anthor.v5i5.1433Keywords:
Teacher Mathematics Anxiety, Early Numeracy, Instructional Quality, Kindergarten TeachersAbstract
Early numeracy development represents a fundamental foundation for children’s mathematical learning and future academic achievement. The quality of numeracy instruction in kindergarten settings is influenced not only by teachers’ pedagogical competence but also by psychological factors, including teachers’ anxiety toward mathematics. This study aims to examine the relationship between teacher mathematics anxiety and early numeracy instructional quality among kindergarten teachers in Depok City, Indonesia. A quantitative approach with an explanatory correlational design was employed. The participants consisted of 300 kindergarten teachers selected through purposive sampling based on the criteria of actively teaching children aged 4–6 years and being directly involved in numeracy learning activities. Data were collected using two instruments: a teacher mathematics anxiety scale and an early numeracy instructional quality scale. Data analysis involved descriptive statistics, reliability analysis, Pearson product–moment correlation, and simple linear regression analysis. The findings indicated that kindergarten teachers demonstrated a moderate level of mathematics anxiety, while their reported early numeracy instructional quality was relatively high. Pearson correlation analysis revealed a significant negative relationship between teacher mathematics anxiety and early numeracy instructional quality (r = -0.46, p < .001). Regression analysis further demonstrated that teacher mathematics anxiety significantly predicted variations in early numeracy instructional quality. These findings suggest that teachers’ emotional experiences toward mathematics represent an important factor influencing early mathematics education practices. The study highlights the need for teacher professional development programs that address not only mathematical knowledge and pedagogical competence but also teachers’ mathematical confidence and emotional readiness to teach numeracy. Strengthening teachers’ positive relationships with mathematics may contribute to creating richer and more supportive early numeracy learning environments for young children.
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