Öğretmenlere Yöneli̇k Matemati̇k Kaygi Ölçeği̇ (Ö-Mkö) Geli̇şti̇rme Çalişmasi

Abstract

This study aimed at developing an instrument to determine the mathematics anxiety of teachers. The study group constitutes 487 teachers from different disciplines. First, a literature review was conducted to develop Math Anxiety Scale for Teachers (MAS-T). Also, semi-structured interviews were conducted with teachers of different subjects. An instrument consisting of 5 factors and 33 items were obtained after performing a factor analysis. Model's coherence indexes related to confirmatory factor analysis were as follows: X²/sd = 2.71, RMSEA= 0.07, SRMR= 0.07, GFI= 0.91, CFI= 0.92, NNFI= 0.93 ve AGFI= 0.90. Total internal consistency coefficient Cronbach Alpha (α) was obtained as .91. The findings of the criterion validity (.81) showed that the scale served itspurpose. After the analyses, Math Anxiety Scale for Teachers (MAS-T) was found to be a valid and reliable scale.

Sınıf Öğretmenlerinin ve Öğrencilerinin Matematik Kaygı Puanları Arasındaki İlişkinin Bazı Değişkenlere Göre İncelenmesi

“…The universe of the study consists of the 3rd and 4th grade teachers (530 teachers) working in the city center of Antalya in the 2018-2019 academic year and the 3rd and 4th grade students (15900 students) of the primary schools where these teachers teach. In the study, the "Mathematics Anxiety Scale for Teachers" developed by Yıldırım and Gürbüz (2017) to measure the mathematics anxiety of primary school teachers, and the "Elementary School Students' Mathematics Anxiety Scale" developed by Mutlu and Söylemez (2018) to measure the mathematics anxiety of primary school students were used. In the study, a statistical analysis program was used to analyze the data of the scales applied to 300 primary school teachers and 3380 primary school 3rd and 4th grade students.…”