Understanding teachers’ attitudes towards statistics is essential, as these attitudes influence both teaching practices and students’ learning outcomes. This study examines attitudes toward statistics among Chilean teachers, comparing pre-service and in-service teachers across emotional, cognitive, and behavioral dimensions. Using quantitative methods, data were collected from 111 teachers through a modified version of the Attitudes Toward Statistics and Its Teaching Scale survey. The results show that in-service teachers display more positive attitudes toward statistics than pre-service teachers, suggesting that professional experience and continuous development contribute to greater confidence and competence in teaching statistics. Positive emotional experiences, such as enjoyment and interest in statistics, are strongly associated with higher engagement in both learning and teaching the subject. Additionally, perceiving statistics as valuable has a positive effect on teachers’ instructional behavior. These findings have important implications for teacher education. They highlight the need for targeted professional development initiatives that strengthen statistical knowledge while addressing emotional and attitudinal barriers. Furthermore, integrating real-world statistical applications into teacher training programs can enhance relevance and engagement. Overall, promoting positive attitudes toward statistics among teachers is key to improving the quality of statistics education and preparing students to function effectively in an increasingly data-driven society.
Rodríguez-Alveal et al. (Mon,) studied this question.
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