The relati̇onshi̇p between math anxi̇ety of classroom teachers and levels of math anxi̇ety of students

The aim of this study is to investigate math anxiety levels of classroom teachers and their students in terms of various variables and to analyze whether there is a statistically significant relationship between math anxiety of classroom teachers and their students. The sample consist of classroom teachers (300 teachers) that works state schools affiliated to Ministry of National Education [MoNE] in Antalya Province - Kepez Town and third and fourth grade students (3380 students) that these teachers teach. The Teacher Anxiety Scale (TAS) which is developed by Yıldırım and Gürbüz (2017), the Personal Information Form (PIF) which is developed by researcher and, for primary school student's math anxiety, the Mathematics Anxiety Scale (MAS) which is developed by Mutlu and Söylemez (2018) are used as data collection tools. In the analysis of the research data, frequency and percentage calculation, mean, standard deviation, normality test, to determine the significant difference in terms of various variables- unrelated samples t-test, for more than two variables- one way ANOVA test and post hoc Tukey test were used. Pearson Moment Correlation Coefficient Analysis was used for the relational significance between teachers' anxiety scores and students' anxiety scores. As a result of the analyzes, it was found that the average math anxiety scores of the classroom teachers were low, the anxiety scores differed merely for one factor according to gender comparison, and the anxiety scores of male classroom teachers were higher than the female classroom teachers. When the comparison was made according to the grade levels, it was seen that the anxiety scores of the classroom teachers of fourth graders were higher than classroom teachers of third graders. No difference was found in anxiety scores of the teachers according to university graduation. Difference was found in one factor and total anxiety scores according to the department where the classroom teachers graduated from the university. The average anxiety scores of the teachers who graduated from other teaching fields are higher than those who graduated from the classroom teaching department. According to a result of the analysis, in general, students' math anxiety scores were low. When anxiety scores were examined by gender, anxiety scores of female students were higher than male students for one factor. According to the grade level variable; The anxiety score of fourth graders is higher in Negative Attitude factor, but for Hesitation- Apprehension factor, third graders' is higher. According to the parents' graduation variable, the anxiety scores of the pupils whose parents are middle school graduate were higher than the pupils whose parents are high school graduates. As a result of the analysis, it was found that there was a significant relationship between the math anxiety scores of the classroom teachers and their students.