Mathematics Anxiety of the Secondary Public School Teachers of Tagudin District

The study examined the profile and mathematics anxiety of secondary public school teachers in the Tagudin District. The majority of teachers were female, married, and had significant teaching experience. The average class size was found to influence the dynamics of teaching. It revealed that teaching methods and understanding mathematics content were the main sources of anxiety for teachers. Pressures from student performance and administrative expectations also contributed significantly to anxiety. On the other hand, preparation and professional development were found to be lower sources of anxiety. Teachers expressed substantial anxiety in the areas of student motivation and performance, particularly due to concerns about students finding mathematics abstract and not passing. Differences in students' prior knowledge and issues with classroom management were also sources of anxiety. The researcher concluded that mathematics anxiety among teachers is complex and stems from personal competency beliefs and external pressures. They suggested that professional development should target specific anxieties, such as personal competence in mathematics knowledge and access to appropriate resources. They also recommended interventions such as balanced classroom sizes and ongoing in-service training for teachers to alleviate anxiety.