Author

Jessa I. Gallano*
Capiz State University – Main Campus, Roxas City, Capiz, Philippines

Abstract

Mathematics education remains a global concern, particularly in addressing low achievement and negative attitudes toward the subject. One of the key issues identified in recent studies is mathematics anxiety, which affects both learners and teachers. This study examined teachers’ beliefs, mindsets, teaching philosophy, and mathematics teaching anxiety, and explored how these variables may serve as input to instructional management in mathematics. The research aimed to determine the levels of these professional dispositions and to analyze the relationships among them. A descriptive-correlational research design was employed, involving 112 elementary mathematics teachers in grades 4, 5, and 6. Data were collected using a researcher-made questionnaire assessing teachers’ beliefs about mathematics, growth, and fixed mindset orientations, teaching philosophy, and mathematics teaching anxiety. The mean and Spearman rho correlation coefficient, set at a 0.05 alpha level, were used to determine the relationship between teachers’ beliefs, mindset, teaching philosophy, and mathematics teaching anxiety. Findings revealed that teachers held very positive beliefs and a teaching philosophy toward mathematics instruction. Teachers also exhibited a strong growth mindset. Despite these positive professional orientations, results indicated a moderate level of mathematics teaching anxiety. Significant relationships were found among teachers’ beliefs, mindset, and teaching philosophy, while mathematics teaching anxiety showed limited but meaningful associations with selected variables. The study concludes that although teachers demonstrate strong pedagogical beliefs and growth-oriented perspectives, moderate levels of teaching anxiety still persist, particularly in challenging instructional situations. These findings highlight the need for targeted professional development programs that enhance instructional confidence, strengthen pedagogical content knowledge, and promote supportive collaborative practices to improve instructional management in mathematics.

Keywords: Teachers’ beliefs, mindset, philosophy, mathematics teaching anxiety, instructional management.

*Corresponding author / Email: jessa.inosantos@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05031288

Recommended citation:
Gallano, J. I. (2026). Teachers’ beliefs, mindset, philosophy, and mathematics teaching anxiety: Input to instruction management in mathematics. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 572-595. http://doi.org/10.69651/PIJHSS05031288

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