Mathematics anxiety scale for classroom teachers: Scale adaptation study and determination of mathematics anxiety levels of classroom teachers

In this study, it was aimed to adapt the scale originally named "Math Anxiety Scale for Teachers (MAST)" developed by Colleen M. Ganley et al. into Turkish and to determine the mathematics anxiety levels of classroom teachers in terms of gender, age, years of service, grade level and number of students in the classroom. The survey model, which is one of the quantitative research methods, was used in the study. While translating the scale into Turkish, back translation technique was applied. Thirty classroom teachers participated in the test for the comprehensibility of the scale. There were 381 participants in the sample of the study. Of these, 154 data sets were used in CFA analyses. The data set of 227 participants was used in other analyses. The data were analyzed with SPSS and AMOS programs. Cronbach's Alpha coefficient was 0.911 for the general mathematics anxiety subscale, 0.891 for the mathematics teaching anxiety subscale and 0.942 for the total scale. It was determined that the scale adapted into Turkish was a valid and reliable scale. It was determined that the mathematics anxiety levels of the classroom teachers who participated in the study differed significantly in terms of the year of service variable, while the mathematics anxiety levels did not differ significantly in terms of gender, age, grade level and number of students in the class. As a result, it was determined that the "Mathematics Anxiety Scale for Classroom Teachers" adapted into Turkish is a valid and reliable measurement tool.