Executive Function and Teacher Anxiety as Mediators Between Pedagogical Beliefs and Perceived Mathematics Communication Competence Among Ghanaian In-Service Teachers

Source abstract

This study examined whether executive function and teacher anxiety statistically mediate the association between pedagogical beliefs and perceived mathematics communication competence among postgraduate in-service teachers in Ghana. A quantitative cross-sectional survey was conducted among 278 practising mathematics teachers enrolled in postgraduate programmes in one university department. Participants were selected through convenience sampling during their respective class meetings. Data were collected using a self-report questionnaire and analysed using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling. Pedagogical beliefs were not significantly associated with perceived mathematics communication competence. However, executive function and teacher anxiety showed significant positive associations with perceived mathematics communication competence. Significant statistical indirect associations were also found through executive function and teacher anxiety. The findings suggest that pedagogical beliefs alone may not be associated with teachers’ perceived mathematics communication competence unless cognitive and emotional factors are considered.