Teaching Anxiety and Pedagogical Competencies of Mathematics Teachers in Public Secondary Schools in the First Congressional District of Northern Samar, Philippines

This descriptive-correlational research was conducted to determine the teaching anxiety and pedagogical competencies of mathematics teachers in the public secondary schools of the first congressional district, Division of Northern Samar, and their relationship. A sample of 104 secondary school mathematics teachers in the first congressional district of Northern Samar participated. Means and Pearson Correlations were employed in analyzing the data. Respondents generally experienced low levels of teaching anxiety across five factors: teacher-related, school-related, technology-related, personal and family-related, and stakeholder-related. Junior high school math teachers were found to be very highly competent in instructional strategies, classroom management and student engagement, and assessment and feedback. Teacher-related factors demonstrated a significant relationship with classroom management and student engagement, and assessment and feedback, indicating that a higher level of teacher-related anxiety is associated with lower effectiveness in managing classrooms and providing constructive feedback. Moreover, personal and family-related factors also showed a significant negative relationship with assessment and feedback, implying that external stressors such as family responsibilities, financial strain, or emotional concerns may reduce a teacher’s ability to design or deliver meaningful assessments. The results underscore the need for targeted professional development, institutional support, and strengthened collaboration with stakeholders to enhance teacher efficacy and reduce anxiety in the mathematics teaching context.