Professional identity of teachers and math anxiety of students

Abstract

The main objective of the study was to determine which domain of professional identity best predicts the math anxiety of students. The respondents of the study were the 202 public secondary students from Manay Districts SY 2017-2018 using universal sampling techniques. Quantitative-non experimental design was used employing the correlational technique. An adapted - modified questionnaire contextualized in school setting validated by the experts was used in gathering the data. Mean and Pearson-r were the statistical tools employed in analyzing and interpreting the data. Results revealed that the professional identity of teacher in terms of knowledge of the profession; philosophy of the profession; professional roles & expertise; engagement behaviors; and interaction of teacher were rated high, while attitude was rated very high. It also indicated that math anxiety of students in terms of physical and emotional factors, and social factors were rated moderate while an assessment factor was rated high. There was no significant relationship between professional identity and math anxiety of students. Likewise, there was no domain of professional identity that significantly predicts math anxiety of students.

Keywords: teaching mathematics, professional identity, math anxiety of students, Philippines