Asian Journal of Education and Social Studies

Effective mathematics instruction depends on teachers’ pedagogical competence and confidence in managing the intellectual and emotional demands of classroom teaching. Mathematics teaching anxiety may influence teachers’ instructional experiences and efficacy, yet its role in the relationship between pedagogical competence and mathematics teaching efficacy remains insufficiently understood. This study examined whether mathematics teaching anxiety mediated the relationship between pedagogical competence and mathematics teaching efficacy among junior and senior high school mathematics teachers in Davao City, Philippines. Using a quantitative, non-experimental, descriptive-correlational design, the study selected 300 mathematics teachers through purposive sampling. Data were gathered using standardised, adapted instruments measuring pedagogical competence, mathematics teaching anxiety, and mathematics teaching efficacy. The instruments demonstrated excellent internal consistency, with an overall Cronbach’s alpha coefficient of 0.946. Descriptive statistics, Pearson product-moment correlation, and path analysis were employed. The respondents demonstrated very high pedagogical competence and high levels of mathematics teaching efficacy and mathematics teaching anxiety. Pedagogical competence was positively associated with mathematics teaching efficacy (r = .647, p < .001) and mathematics teaching anxiety (r = .587, p < .001), while mathematics teaching efficacy was positively associated with mathematics teaching anxiety (r = .408, p < .001). Path analysis showed that pedagogical competence significantly predicted mathematics teaching anxiety and mathematics teaching efficacy. However, mathematics teaching anxiety did not significantly predict mathematics teaching efficacy after pedagogical competence was considered (β = .022, p = .445). The indirect effect was therefore not statistically supported. The findings indicate that pedagogical competence was more strongly associated with mathematics teaching efficacy than mathematics teaching anxiety, underscoring the relevance of sustained professional development focused on instructional competence.