Predictors of Plans and Desire to Teach Mathematics Among Special Education Preservice Teachers

Prior research indicates that some special education preservice teachers (PSTs) experience mathematics anxiety and may feel underprepared to teach mathematics, which raises the question if special education PSTs are entering the field with plans to teach mathematics or desire to teach mathematics. The current study investigated (a) the relationships among special PSTs’ mathematics anxiety, mathematics teaching efficacy, mathematics values, preferred classroom setting, grade level PSTs plan to teach, and average prior mathematics grade, all assessed before completing formal mathematics methods coursework, and (b) the effects of the six variables on PSTs’ plans and desire to teach mathematics. A total of 188 special education PSTs across 18 states who had not yet completed a mathematics methods course responded to an online survey. Among the 188 special education PSTs, 54% reported that they plan to teach mathematics in their future classroom setting, and 57% indicated a desire to teach mathematics. Mathematics teaching efficacy beliefs, preferred classroom setting, and grade level PSTs plan to teach were significant variables for the prediction of plans to teach mathematics, and the same three variables along with mathematics values were significant variables for the prediction of desire to teach mathematics. Implications for teacher preparation courses and for supporting special education PSTs who do not plan and/or desire to teach mathematics at the start of their training are discussed.