A Correlational Study on the Influence of Teacher-Student Relationships on Teachers’ Math Self-Efficacy and Mathematical Anxiety in Students in Lower Elementary Grades

The purpose of this quantitative, correlational study was to discover the influence of teacher-student relationships on teachers’ math self-efficacy and math anxiety in first through third-grade students. This research was significant since the results inform and guide educational training, evaluations, and classroom management. This study was composed of 13 teachers and 84 students in the first through third grade classrooms in a Mid-Atlantic State. Teachers completed two surveys: Teacher-Student Relationship Scale and the Self-Efficacy for Teacher Mathematics Instrument. Students were surveyed concerning their math anxiety using the Math Anxiety Questionnaire for Children. Data analysis was conducted by using Pearson correlation coefficient to examine the relationship between teacher self-efficacy in math and math anxiety in students, by using a Spearman’s rho correlation to examine the relationship between teacher self-efficacy and teacher-student relationship. Multiple regression analysis tested if teacher self-efficacy and teacher-student relationship influence math anxiety in students. The results revealed that there was not a significant difference between teacher self-efficacy and math anxiety in students, between teacher self-efficacy and teacher-student relationship. In addition, teacher self-efficacy and teacher-student relationship did not show a significant association with math anxiety in students. This suggests other contextual factors influence math anxiety in students besides teacher self-efficacy in math and teacher-student relationship. Limitations of the study are discussed. Lastly, recommendations for future research are provided including different research settings, qualitative research, and research that examines social and contextual influences that impact math anxiety in students