In the realm of educational psychology, the beliefs teachers hold about their ability to effectively teach mathematics wield profound influence on student learning outcomes and engagement. A riveting new study by Göçer and Özeren, published in the esteemed journal BMC Psychology in 2025, delves into the complex psychological underpinnings that shape primary school teachers’ mathematics teaching efficacy beliefs. Their exploration places a spotlight on two pivotal emotional states—curiosity and anxiety—and uncovers how these feelings interlace to reinforce or undermine teachers’ confidence in their pedagogical capabilities.
Mathematics teaching efficacy, broadly defined as a teacher’s belief in their own competence to teach math successfully, has long been recognized as a critical factor impacting instructional quality and student achievement. Yet, the nuanced emotional landscape that informs these beliefs remains an underexplored territory. Göçer and Özeren’s study pioneers in bridging this empirical gap by systematically investigating how affective experiences—specifically curiosity and anxiety—interact to influence these efficacy beliefs amongst primary educators, a demographic foundational to shaping early mathematical cognition.
Curiosity, often heralded as an intrinsic motivator for learning and discovery, manifests in teachers as a driving force that compels them to engage deeply with mathematical content, pedagogical strategies, and student cognition. This positive emotional state appears to embolden teachers to confront challenges and uncertainties inherent in math instruction with enthusiasm and resilience. Conversely, math anxiety—a well-documented phenomenon characterized by tension and apprehension tied to math-related tasks—can starkly diminish a teacher’s self-efficacy by implanting doubt and avoidance tendencies, leading to compromised teaching quality.
Through a robust methodological framework incorporating psychometric instruments and qualitative analyses, Göçer and Özeren sampled a broad cohort of primary school teachers to assess their levels of curiosity and anxiety in relation to their self-reported mathematics teaching efficacy beliefs. The authors’ approach was meticulous, capturing not only static emotional states but also the dynamic interplay between curiosity-driven engagement and anxiety-triggered defensive reactions. Their findings reveal a compelling narrative: curiosity emerges as a potent antidote to anxiety, fostering a growth-oriented mindset that reinforces teaching confidence.
The implications of these discoveries extend beyond individual teacher psychology and touch on systemic educational design. Educational systems traditionally focus on enhancing teachers’ technical knowledge and content mastery, occasionally overlooking emotional and motivational components that are vital to sustainable teaching efficacy. Göçer and Özeren’s work argues persuasively for integrated professional development programs that cultivate curiosity whilst addressing anxiety, thereby equipping teachers not only with competency but also with emotional resilience.
From a neuroscientific standpoint, the study connects emotional experiences to cognitive function, highlighting how curiosity activates reward pathways and enhances neural plasticity, which in turn facilitates deeper conceptual understanding and problem-solving abilities. Anxiety, by contrast, triggers stress responses that impair working memory and executive function, essential cognitive faculties for effective teaching and learning in mathematics. Göçer and Özeren invoke these neurocognitive mechanisms to underscore why emotional regulation is indispensable in nurturing math teaching efficacy.
The work further discusses the bidirectional relationship between teacher affect and student outcomes. Teachers imbued with curiosity tend to design more engaging, inquiry-based lessons that stimulate student interest and foster independent thinking. Those hindered by anxiety may default to rote teaching methods that discourage exploration and critical reasoning, potentially perpetuating math anxiety within their students. This cyclical pattern underscores the urgent need for interventions that address teacher emotions as a pathway to breaking detrimental educational feedback loops.
Intriguingly, the authors also consider cultural and contextual factors influencing curiosity and anxiety manifestations in teachers. Variations in cultural attitudes towards mathematics, gender norms, and societal expectations can exacerbate or buffer emotional responses related to math teaching. Göçer and Özeren advocate for culturally sensitive approaches in designing supportive environments that acknowledge these diverse factors and tailor strategies accordingly.
On a practical level, their study suggests actionable strategies for teacher trainers and policymakers. Incorporating reflective practices that enable teachers to recognize and harness curiosity, alongside cognitive-behavioral techniques to mitigate math-related anxiety, could transform professional development landscapes. Additionally, fostering collaborative learning communities among teachers may create safe spaces to share challenges and successes, thereby normalizing emotional experiences and building collective efficacy.
Critically, Göçer and Özeren’s investigation transcends simplistic dichotomies of “competent” versus “incompetent” teachers by portraying efficacy beliefs as fluid constructs influenced continuously by emotional states and environmental factors. This dynamic perspective invites ongoing research into temporal fluctuations in efficacy and the longitudinal impact of emotional interventions on teaching practices and student achievement.
Moreover, the study challenges the pervasive stigma attached to math anxiety among educators, positioning it not as an immutable weakness but as an addressable factor within the professional journey. By normalizing anxiety and fostering curiosity, educational stakeholders can cultivate teacher empowerment, which ultimately translates into richer, more effective mathematics instruction.
In the context of contemporary educational challenges, such as remote learning adaptations and heightened socio-emotional demands amidst global crises, understanding and supporting teacher psychology is paramount. Göçer and Özeren’s contributions provide invaluable insights for navigating these complexities, emphasizing that nurturing positive emotional states is as crucial as curricular expertise in driving effective pedagogy.
In conclusion, this landmark study reframes our understanding of mathematics teaching efficacy by spotlighting the emotional dimensions that underpin it. By elucidating the interplay of curiosity and anxiety, Göçer and Özeren open pathways toward more holistic, human-centered approaches in teacher development. Their work invites educators, researchers, and policymakers alike to embrace an expanded vision of teaching efficacy—one that harmonizes cognitive skill with emotional vitality, ultimately enriching the educational experiences of both teachers and students in the ever-challenging arena of mathematics.
Subject of Research: The investigation centers on the psychological and emotional factors—specifically curiosity and anxiety—that influence mathematics teaching efficacy beliefs among primary school teachers.
Article Title: Exploring the effects of curiosity and anxiety on Mathematics teaching efficacy beliefs in primary school teachers
Article References:
Göçer, V., Özeren, E. Exploring the effects of curiosity and anxiety on Mathematics teaching efficacy beliefs in primary school teachers. BMC Psychol 13, 665 (2025). https://doi.org/10.1186/s40359-025-02940-5
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