Moderating Effect of Mathematics Teaching Efficacy on the Relationship between Pedagogical Content Knowledge and Mathematics Teaching Anxiety

Abstract

This study investigates the moderating effect of mathematics teaching efficacy in the relationship between pedagogical content knowledge and mathematics teaching anxiety. A survey research design was adopted, with a quantitative research approach. The study convenience sampling technique to select 249 in-service mathematics teachers from public senior high schools in Kumasi, Ghana. A structural equation modeling and a Bias-Corrected percentile bootstrapping method were run in Amos (v. 23), to estimate the path coefficients. The study found that pedagogical content knowledge had a positive significant effect on mathematics teaching anxiety. Moreover, mathematics teaching efficacy was found to have a positive effect on mathematics teaching anxiety. Finally, mathematics teachers’ efficacy was found positively moderating effect on the relationship between pedagogical content knowledge and mathematics teaching anxiety. These findings underscore the importance of fostering mathematics teaching efficacy among mathematics teachers.