Mathematics anxiety through the lens of gender and teacher professional phase in Nigeria

Mathematics anxiety has been a persistent challenge for decades, influencing not only learners’ academic performance but also the teaching efficacy of educators. This study examined the influence of gender (male vs. female) and professional phase (pre-service vs. in-service) on mathematics anxiety among teachers in Lagos State, Nigeria. A descriptive survey design was employed, involving 167 participants (127 pre-service teachers and 40 in-service teachers) selected using random sampling techniques. Data were collected using the 24-item Mathematics Anxiety Rating Scale (MARS), which demonstrated strong internal consistency (Cronbach’s α = 0.94). Findings revealed that 65.6% of all respondents exhibited low levels of mathematics anxiety, while approximately one-third reported high anxiety. Independent t-tests indicated no significant differences in mathematics anxiety levels across professional phases (p = 0.226) or gender (p = 0.308). These results suggest that mathematics anxiety is a pervasive issue, transcending gender boundaries and years of teaching experience. The study draws on Bandura’s Social Cognitive Theory, Cognitive Interference Theory, and Cognitive Load Theory to interpret findings, emphasizing the role of self-efficacy, intrusive thoughts, and mental workload in anxiety development. Implications include integrating anxiety-reduction strategies, fostering mathematics self-efficacy, and creating supportive teacher development programs. This study provides insights for policymakers, teacher educators, and curriculum designers to mitigate math anxiety and enhance teacher effectiveness.