This study ascertain the relationship of teacher education students` confidence to teach Mathematics, as influenced by social skills, emotional quotient, mathematics performance, and anxiety among 104 teacher education students at est Visayas State University of the main and external campuses conducted from July 2013 to May 2014. The data were obtained using researcher-made questionnaires on confidence to teach mathematics anxiety, and an adapted questionnaire on social skills and emotional quotient. The descriptive statistics employed were the mean standard deviation. The inferential statistics employed were the t-test, Kruskal-Wallis test, ANOVA, Pearson`s r, and Multiple Regression Analysis set at 0.05 alpha. The findings revealed that the teacher education students/respondents had high social skills but were average in emotional quotient and mathematics performance. The respondents also had low mathematics anxiety. The teacher education students/respondents when taken as an entire group were founded to have high confidence to teach mathematics; those with average social skills had average confidence to teach mathematics; and those with high social skills had high confidence to teach Mathematics. On the other hand, those with average emotional quotient had average confidence to teach mathematics; those with high emotional quotient had high confidence to teach mathematics; those with very low and low mathematics anxiety had high confidence to teach mathematics; and those with moderate and high mathematics anxiety had average confidence to teach mathematics. Further, it was found out that those with low and high mathematics performance had average confidence to teach mathematics, and those with average mathematics performance had high confidence to teach mathematics. There were significant differences in the teacher education students` confidence to teach mathematics when classified as to social skills, and mathematics anxiety. The teacher education students` confidence to teach mathematics was significantly related to their social skills, emotion quotient, and mathematics anxiety, but not to mathematics performance. Social skills was significantly related to emotion quotient and mathematics performance, but not significantly related to mathematics anxiety, but not to mathematics performance. Mathematics anxiety had a significant negative correlation to mathematics performance. Social skills and mathematics anxiety were found to be significant predictors of confidence to teach mathematics.

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