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Abstract
Teaching mathematical modelling is essential, promoting key 21st century competencies such as problem-solving, logical thinking, and interdisciplinary reasoning. However, alongside the growing expectation for teachers to implement mathematical modelling effectively, they continue to face a range of challenges that hinder their integration into classroom practice. This study examines the mediating role of modelling resilience in the relationship between self-efficacy and teaching modelling instruction among mathematics teachers. A correlational design employing structural equation modelling was used to analyse the relationships and mediating effects within the framework. The study involved a sample of 300 mathematics teachers in Selangor using a clustered sampling method. The findings indicate that both self-efficacy and modelling resilience are positively associated with mathematical modelling instruction. We found that while modelling resilience partially mediates these effects, while there is no moderation effect of teaching experience between self-efficacy and mathematical modelling instruction. This study highlights the potential of self-efficacy and modelling resilience factors to foster mathematical modelling instruction.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, Volume 21, Issue 3, August 2026, Article No: em0888
https://doi.org/10.29333/iejme/18915
Publication date: 04 Jul 2026
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