This study represents the implementation of an English version of the Mathematics Teaching Anxiety Scale (MTAS), originally published in Turkey (Sari, 2014). One hundred and twenty-seven primary school teachers from across the U.K. completed the survey, including 74 qualified teachers and 53 trainees. Following item-reduction and factor analysis, the 19-item MTAS was found to have excellent internal consistency (α = .94) and has a two-factor structure. Factor one, labelled Self-Directed Mathematics Teaching Anxiety, includes 12 items pertaining to a teacher's own teaching practice and perceived ability, whereas factor two, labelled Pupil/Student-Directed Mathematics Teaching Anxiety, includes 7 items pertaining to anxiety concerning pupils/students failing assessments or not reaching curriculum/school targets. Pre-service teachers, compared to in-service teachers, self-reported significantly higher overall maths teaching anxiety. Among in-service teachers, there was a significant negative correlation between length of service and maths teaching anxiety. These findings are important in the context of retention issues in newly qualified teachers and the need to support trainees and newer teachers if they experience anxiety related to teaching maths.

中文翻译：

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英文版的《数学教学焦虑量表》

这项研究代表了最初在土耳其发布的《数学教学焦虑量表》（MTAS）的英文版本（Sari，2014年）。来自英国各地的127名小学教师完成了调查，其中包括74名合格教师和53名学员。经过减少项和因子分析，发现19项MTAS具有出色的内部一致性（α= .94），并且具有两因子结构。因子一，标记为自我指导的数学教学焦虑，包括12个与教师自身的教学实践和感知能力有关的项目，而因子二，标记为学生/学生主导的数学教学焦虑，包括与学生/学生失败相关的焦虑的7个项目。评估或未达到课程/学校目标。职前教师，与在职教师相比，自我报告的整体数学教学焦虑明显更高。在职教师中，服务时间和数学教学焦虑之间存在显着的负相关。这些发现对于新入职教师的留任问题以及培训学员和较新的老师（如果他们遇到与教学数学有关的焦虑）的支持非常重要。