¹ Department of Elementary Education, Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia
² Mathematics Education, Universitas Pendidikan Indonesia, Bandung, West Java, 40154, Indonesia
³ Department of Psychology, Universitas Pendidikan Indonesia, Bandung, West Java, 40154, Indonesia
⁴ Research Center for Education, Badan Riset dan Inovasi Nasional Republik Indonesia, Central Jakarta, Jakarta, 10340, Indonesia
⁵ Research Center of Educational Technologies, Azerbaijan State University of Economics (UNEC), Baku, Azerbaijan
⁶ Department of Elementary School Teacher Education, Universitas Adzkia, Padang, West Sumatera, 25175, Indonesia
⁷ Elementary School Teacher Education, Universitas Borneo Tarakan, Tarakan, East Kalimantan, 77115, Indonesia
⁸ Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, Special Region of Yogyakarta, 55281, Indonesia
⁹ Department of Elementary School Teacher Education, Universitas Majalengka, Majalengka, West Java, 45418, Indonesia
¹⁰ Department of Educational Administration, Universitas Pendidikan Indonesia, Bandung, West Java, 40154, Indonesia
¹¹ Elementary School Teacher Education, STKIP PGRI Trenggalek, Trenggalek, East Java, 66319, Indonesia
¹² Elementary School Teacher Education, Universitas Pasundan, Bandung, West Java, 40116, Indonesia
¹³ Department of Physics Education, Universitas Pendidikan Indonesia, Bandung, West Java, 40154, Indonesia

Vina Amilia Suganda Makenun
Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Project Administration, Writing – Original Draft Preparation, Writing – Review & Editing

Tatang Herman
Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Resources, Writing – Review & Editing

Al Jupri
Roles: Data Curation, Formal Analysis, Methodology, Supervision

Tina Hayati Dahlan
Roles: Data Curation, Investigation, Resources

Soeharto Soeharto
Roles: Conceptualization, Formal Analysis, Software

Zutri Parwines
Roles: Formal Analysis, Resources, Visualization

Kadek Dewi Wahyuni Andari
Roles: Investigation, Methodology, Visualization

Zuli Nuraeni
Roles: Data Curation, Project Administration, Supervision

Yuyu Yuliati
Roles: Formal Analysis, Methodology, Software

Novebri Novebri
Roles: Data Curation, Software, Supervision, Writing – Review & Editing

Wahyu Nugroho
Roles: Investigation, Validation, Visualization

Sopyan Hendrayana
Roles: Methodology, Software, Visualization

Fitria Arifiyanti
Roles: Formal Analysis, Supervision, Validation

Increasingly, recent research on instructional quality and student learning outcomes has focused on teachers’ emotional experiences, especially their enjoyment. The Control-Value Theory of Achievement Emotions provides a strong framework for understanding how teachers’ enjoyment influences their instructional behaviors and students’ experiences (Pekrun et al., 2007). This theory proposes that the experience of emotions is based on people's perceptions of control and value of achievement-related activities.

Teachers enjoy teaching when they feel competent and see the work as meaningful, conditions that positively affect the design and delivery of their instruction. The emotional aspect of learning mathematics is as important as the cognitive aspect. Teachers who enjoy teaching mathematics are more confident and positive in the classroom, and this affective engagement influences students’ perceptions and engagement in learning. Students can often feel a teacher’s enthusiasm and this can help them to become more active participants and to tackle mathematical tasks with more confidence.

This theoretical base is consistent with a growing awareness in mathematics education of the importance of affective factors in teachers’ responses to student needs and difficulties. Teachers who love to teach mathematics are more likely to establish a positive learning environment and to motivate their students (Frenzel et al., 2009; Sutton & Wheatley, 2003; Maula et al., 2024). This is especially relevant when students experience problems in learning. The idea of productive struggle is that encountering and overcoming difficulty is the key to developing conceptual understanding in mathematics (English,  L. D. (éd.)., 2004). The productive struggle helps students to stick with difficult tasks and develop a deeper, not surface level, or rote learning (Kalinec-Craig & Rios, 2024; Russo et al., 2021). Tasks that promote productive struggle often involve multiple solution pathways and invite diverse approaches, encouraging students to think creatively and independently (Biccard, 2024; Isoda, et al., 2012).

Teachers are key to designing and selecting such types of tasks, ensuring that they are sufficiently challenging and provide support without giving away the answer too early (Drews & Hansen 2007; Russo et al., 2021; Karloff H., 2023). An educator's perspective on struggle plays a vital role in promoting effective learning (i.e. the way they approach challenges) (Parameswari P., 2024). Teachers who see student difficulties as a regular and beneficial aspect of education tend to show more patience and offer valuable support. Who can deny that teachers like these foster student resilience and independence? This attitude nurtures a positive learning environment where challenges are embraced rather than avoided. Ultimately the way teachers handle struggle influences not only their teaching but also their students' growth and confidence.

Instructors who feel uneasy about student challenges tend to step in too quickly. Those actions can unintentionally limit opportunities for students to cultivate essential resilience. Research indicates that when educators take pleasure in their profession they adopt teaching strategies that promote perseverance. An optimistic perspective among teachers improves persistence. Who would have thought that perceiving teaching as draining could lead to excessive assistance? A teacher's method of handling student challenges greatly influences the atmosphere in the classroom. Approaching difficulties with care can foster a positive setting. What students experience during tough moments impacts their learning. Finding effective ways to support students is essential for their success. A constructive approach nurtures growth and encourages collaboration among peers (Kosko et al., 2024; Weyers et al., 2024).

A teacher's enjoyment of mathematics significantly influences their viewpoints on student struggles. Control-Value Theory and the concept of productive struggle form the basis of this research which emphasizes how educators' emotions impact their teaching methods. Greater enjoyment tends to correlate with a more supportive attitude toward student challenges aiming to reduce the inclination to avoid these hurdles (Putra et al., 2025). Understanding these dynamics is essential for implementing strategies that promote productive struggle. Ultimately the relationship between teacher enjoyment and student struggle contributes to building meaningful learning experiences.

This study investigates the relationship between elementary school teachers’ enjoyment of teaching mathematics and their attitudes toward students’ struggles in mathematics learning within the Indonesian context. It also examines whether teachers’ enjoyment and attitudes differ according to background factors, including gender, grade level taught, school type, and teaching experience. School type in this study refers to public and private elementary schools. Public elementary schools in Indonesia are funded and operated by the central or local government, whereas private elementary schools are owned and managed by non-governmental organizations, typically school-operating foundations. In addition to examining the relationship between teachers’ enjoyment of teaching mathematics and their attitudes toward student struggle, this study investigates whether specific dimensions of teacher enjoyment significantly predict teachers’ attitudes toward students’ struggles in mathematics learning. Based on these objectives, the following research questions were formulated:

The sample for this study consisted of 209 elementary school teachers from public and private schools in South Sumatra, Indonesia. Participants were selected through random sampling from teachers who taught Grades 1 through 6. The sample included both in-service and pre-service teachers, all of whom voluntarily participated by completing an online survey. Before taking part, all participants were given an informed consent form, which included information about the purpose of the study, confidentiality and their right to withdraw at any time without penalty. Table 1 shows the demographics of the participants including gender, grade level taught, school type and teaching experience. To preserve privacy and anonymity, the participants’ identities and institutional affiliations were kept confidential.

Two instruments were used for data collection in this study: the Teaching Enjoyment in Mathematics (TEM) scale and the Attitudes Toward Struggle (ATS) scale. The TEM scale, adapted from Frenzel et al. (2009), was used to measure teachers’ enjoyment of teaching mathematics. This scale consists of five items rated on a four-point Likert scale, ranging from 1 (strongly disagree) to 4 (strongly agree). Sample items include “I really enjoy teaching mathematics” and “Teaching mathematics is so much fun that I enjoy preparing and planning my lessons.”

The ATS scale, adapted from Russo et al. (2021), was used to measure teachers’ attitudes toward students’ struggles in learning mathematics. The scale consists of seven items rated on a four-point Likert scale, ranging from 1 (strongly agree) to 4 (strongly disagree), with three items negatively worded. Sample items include “Experiencing struggle is an important part of learning mathematics” and “Most students cannot begin a challenging task without the teacher first explaining the mathematics.”

Both instruments were translated using a back-translation procedure between Indonesian and English to ensure linguistic and cultural equivalence. The final versions of the instruments were reviewed by two linguists and one expert in educational science to ensure clarity and accuracy. In addition, a background questionnaire was administered to collect demographic information, including participants’ gender, grade level taught, school type, and teaching experience.

In this study, data were collected using an online survey. The poll link was distributed via WhatsApp groups comprising alumni from South Sumatra teacher education programmes. The data collection process took four weeks to complete. Individuals were randomly selected from these categories to ensure a broad and representative sample. Before completing the questionnaire, participants were informed of the study's aims and asked to provide informed consent. The consent form stated that participation was entirely voluntary, respondents' responses would remain anonymous, and all acquired data would be kept confidential. Participants were also advised that they could withdraw from the study at any time with no penalty.

The respondents were then routed to an online questionnaire that was user-friendly and compatible with popular web browsers such as Chrome and Firefox. The questionnaire had three primary sections: the Teaching Enjoyment in Mathematics (TEM) scale, the Attitudes Toward Struggle (ATS) scale, and a respondent characteristics questionnaire. The respondent characteristics questionnaire collected information such as gender, grade level taught, school type, and years of teaching experience. All collected data were anonymized to safeguard the participants’ identities.

The data was analyzed using SPSS version 29 (IBM Corp., 2021). The analysis was conducted in two steps: the first stage entailed determining the instrument's reliability and conducting descriptive statistical analysis, whereas the second stage involved inferential statistical analysis. Cronbach's alpha (α) was used to assess instrument reliability. A value greater than 0.70 indicates strong internal consistency and suitability for the study population.

Descriptive statistics, such as the mean, standard deviation, skewness, and kurtosis, were produced for each scale to reflect the central tendency and dispersion of the data. These statistics were also used to determine the normality of the data distribution. Although several variables, such as the Attitudes Toward Struggle (ATS) scale, did not fully match the normality criteria, parametric analysis was performed because of the relatively large sample size (N = 209).

An independent-samples t-test and one-way analysis of variance (ANOVA) were used to investigate differences in teachers' enjoyment of teaching mathematics and attitudes toward students' learning difficulties based on demographic characteristics such as gender, school type, and teaching experience. The magnitude of the observed changes was assessed using Cohen's d effect size.

Pearson's correlation coefficient was used to investigate the association between teachers' enjoyment of teaching mathematics, as measured by the Teaching Enjoyment in Mathematics (TEM) scale, and their Attitudes Toward student hardship, as measured by the Attitudes Toward Hardship (ATS) scale. A positive association indicates that higher levels of teaching satisfaction are connected with more supportive attitudes toward productive struggle, whereas a negative correlation indicates an inverse relationship.

Next, a multiple linear regression analysis was performed using the stepwise technique, controlling for demographic variables, to determine the extent to which teachers' love of teaching predicts their attitudes about students' learning difficulties. Regression coefficients (B and β) and p-values were used to assess the direction and strength of the correlations between variables. Statistical analyses were undertaken at a significance level of 0.05, and p-values < 0.05 were considered statistically significant. Furthermore, effect estimates were reported to provide insight into the practical significance of the research findings.

The results of the independent sample t-test comparing male and female elementary teachers on teaching enjoyment (TEM), positive attitudes toward students’ learning struggles (ATSpstv), and negative attitudes toward students’ learning struggles (ATSngtv) are presented in Table 3. An independent samples t-test was used to compare variations in teaching enjoyment and attitudes toward students' learning challenges based on gender. The analysis found no significant difference in teaching enjoyment between male and female teachers, with a very tiny effect size. This study suggests that both groups enjoy teaching mathematics to a similar degree. These findings are consistent with recent research, which found that gender has no substantial affect on teachers' emotions when teaching (Alnahdi & Schwab, 2023). However, some other research have found that female teachers are more enthusiastic about teaching due to gender role views that drive stronger emotional engagement in the teaching profession (Alnahdi & Schwab, 2023; Kovács, 2019).

Female teachers got a higher mean score for favorable attitudes regarding their pupils' efforts to study mathematics than male teachers. This difference is statistically significant (p = 0.02), however the effect magnitude is minor (Cohen's d = -0.09). This finding is corroborated by research demonstrating that female teachers are more positive about learning challenges due to their ability to form sympathetic relationships with students (Darrin Wood, 2012). Several other research show that instructors' attitudes about problems are more impacted by teaching experience and professional training than by gender (Kovács, 2019; Sebastian et al., 2022).

There were no significant variations in male and female teachers' negative attitudes about their pupils' learning difficulties. Female teachers had a higher mean score, but the difference was not statistically significant (p = 0.067). The effect size was moderate (Cohen's d = -0.19). These findings suggest that, in general, male and female teachers have similar attitudes when dealing with pupils' learning issues. Some research imply that women are more outspoken in articulating their displeasure, which may influence their responses to unfavorable words (Darrin Wood, 2012; Kovács, 2019).

To answer the second research question, a t-test was performed based on school type (public or private) to determine whether there were variations in the characteristics of teaching delight and attitudes regarding students' difficulties learning mathematics. The results in Table 4 reveal that TEM and ATS scores differed depending on school type. In the TEM dimension, public school instructors had lower average scores than private school teachers, but the difference was not statistically significant. A minor impact size (Cohen's d = −0.35) confirmed these findings. This finding is consistent with research indicating that instructors in public schools are frequently under increased pressure due to government standards, which can lower their satisfaction with teaching (Maas et al., 2021; Small & Buckman, 2021).

On the positive ATS dimension, public school instructors outperformed private school teachers. This difference was statistically significant despite the small effect size (Cohen's d = 0.25). This difference is statistically significant, despite the tiny effect size (Cohen's d = 0.25). These findings reflect previous studies indicating that the work environment in public schools is frequently more conducive to learning innovation (L. Liu, 2024; Woo et al., 2022). In the negative ATS dimension, public school teachers had a higher average score, but the difference was not statistically significant (Cohen's d = 0.48). Previous study suggests that regulatory constraints in public schools can increase. Overall, these findings support prior study, which found that, while private schools are frequently regarded as superior, rigorous constraints in public schools can generate more effective learning advances. Teachers' understanding of different problems in the learning process (Jerrim & Sims, 2022; Prediger et al., 2022).

For the third research question, teachers were divided into four groups depending on their teaching experience, as indicated in Table 1: less than one year, one to five years, six to ten years, and more than ten years. A one-way analysis of variance (ANOVA) was employed to compare the groups. The findings of the study revealed no significant variations in the Teaching Enjoyment in Mathematics (TEM) dimension depending on teaching experience, with an F-value of F(5, 208) = 1.17 and p > 0.05. Similar results were found for the positive ATS dimension (F(5, 208) = 0.93 and p > 0.05) and the negative ATS dimension (F(5, 208) = 2.02 and p > 0.05). These findings are consistent with previous research confirming that teaching experience has no direct influence on teachers' attitudes, but rather is influenced by other factors such as professional training and the learning environment (Gonzalez & Maxwell, 2016; Jacobs & Spangenberg, 2014; Kahveci, 2023). However, these findings differ from those of Kini & Podolsky (2016) who found that extended teaching experience can enhance teachers' attitudes toward applying more complicated learning strategies, such as controlling students' learning issues. Furthermore, studies of elementary and secondary school mathematics teachers show that factors such as teaching efficacy, beliefs about specific pedagogical approaches, and teachers' expectations of students have a greater influence on teachers' attitudes than the length of teaching experience (Russo et al., 2021).

The correlation analysis revealed a moderately positive relationship between enjoyment of teaching mathematics and a positive attitude toward students' academic struggles, as well as a moderately negative relationship between enjoyment of teaching and a negative attitude toward students' academic struggles ( Table 5). These findings suggest that teachers who love teaching mathematics are more supportive of their students' resilience in the face of learning problems and are less inclined to see difficulties negatively.

Table 5 shows a substantial link between the Teaching Enjoyment in Mathematics (TEM) and Attitudes Toward Struggle (ATS) dimensions. Teachers who enjoy teaching mathematics have a positive correlation with the positive ATS dimension (r = 0.33; p < 0.01), indicating that they are more supportive of pupils struggling with arithmetic. In contrast, a negative connection was established between TEM and the negative ATS dimension (r = -0.42; p < 0.01), showing that the higher a teacher's level of enjoyment in teaching, the lower their likelihood to endorse negative views about students' learning challenges.

However, the findings of this study differ from those of several other studies, which suggest that teaching satisfaction does not always have a direct effect on teachers' attitudes toward students' learning difficulties, especially when teachers believe they lack support from their work environment or lack confidence in the pedagogical approaches they use (Carter et al., 2024; Hatlevik, 2017; Hussein & Csíkos, 2023; Russo et al., 2021). However, this finding contradicts several other studies which suggest that satisfaction with teaching does not always have a direct impact on attitudes towards student struggle, especially if teachers feel less supported by the work environment or lack confidence in the pedagogical approach adopted (Gonzalez & Maxwell, 2016; Kini & Podolsky, 2016). These disparities are most likely impacted by contextual factors such as learning culture, access to professional development, and teacher collaboration.

Table 6 reveals that the Teaching Enjoyment in Mathematics (TEM) dimension has a considerable impact on teachers' opinions toward their pupils' mathematical learning challenges. TEM has a positive regression coefficient for the positive ATS dimension (β = 0.29; t = 4.97; p < 0.001), indicating that the higher a teacher's enjoyment of teaching mathematics, the greater their tendency to adopt an attitude that supports students' learning struggles as part of the learning process. TEM shows a negative regression coefficient for the negative ATS dimension (β = -0.39; t = -6.67; p < 0.001), indicating that teachers who like the teaching process do not agree with negative attitudes on students' learning challenges. These findings are congruent with the studies of Li et al., (2025), Maruf (2023) who found that teaching satisfaction or enjoyment is strongly associated to more effective teaching techniques and teachers' assistance for students' learning difficulties. Teachers who love the teaching process are more likely to use learning tactics that inspire pupils to take on challenges, promoting the development of a deeper understanding of mathematics.

However, the findings of this study differ from those of prior studies, suggesting that factors such as institutional support and professional training may have a greater influence than instructors' enjoyment of teaching in developing their attitudes toward students' learning issues. For example, discovered that educational structures and workplace support have a greater influence on teachers' attitudes about learning challenges than teaching satisfaction alone (Russo et al., 2021). Other research indicates that teacher competence and the availability of learning support tools, such as technology, contribute more significantly to the creation of teachers' attitudes than the enjoyment of teaching (Chiriacescu et al., 2023; Hatlevik, 2017; Mancin et al., 2025).

Overall, this study indicates that teachers’ enjoyment of teaching mathematics is positively associated with attitudes that view students’ learning difficulties as part of a productive learning process. Teachers who enjoy the teaching process tend to view learning difficulties as opportunities to develop understanding, rather than as forms of failure. These findings are highly relevant to mathematics education, given that students often face conceptual challenges during learning. Therefore, teachers’ positive emotional engagement can play a crucial role in fostering students’ perseverance and supporting deeper and more meaningful learning in mathematics.

Several international studies have found that classroom teaching approaches have a direct impact on instructors' satisfaction with teaching, especially in mathematics. For example, Russo et al (2023) discovered that teachers with excellent pedagogical content knowledge (PCK) and experience with student-centered techniques reported higher levels of enjoyment in the classroom. Teachers who lack confidence in executing such approaches, on the other hand, report a weaker sense of control and higher levels of worry, which reduces their enjoyment in teaching. These findings imply that using inquiry-based tasks and teaching approaches that foster active student participation might enhance teachers' confidence while also offering a more rewarding teaching experience.

Student Engagement, Burić & Wang (2024) found a link between teachers' emotions and students' participation in learning. Teachers who convey happy emotions are more likely to engage their students. In contrast, when teachers believe that their pupils are active and involved in the learning process, they are more likely to enjoy teaching over time. These findings imply that student involvement and motivation not only have an impact on learning outcomes, but also offer teachers with a more meaningful and rewarding teaching experience.

Classroom Management and Teacher Student Relationships: A study by Frenzel et al., (2009) shows that a positive classroom climate is one of the main predictors of teachers’ enjoyment of teaching. Teachers who have good relationships with their students and view them as motivated and disciplined individuals tend to enjoy the learning process. Conversely, a less conducive classroom environment and low student motivation can lead to frustration and emotional exhaustion among teachers. Therefore, effective classroom management, the implementation of clear rules, respectful interactions, and mutual support between teachers and students, is a crucial factor in maintaining teachers’ emotional well-being during the learning process.

Autonomy in learning also contributes significantly to teachers' satisfaction of teaching. Russo (2021) confirm that teachers who are given pedagogical independence, such as the ability to tailor learning materials to their personal interests or the requirements of their pupils, report greater happiness in teaching mathematics. Other studies have found that enhanced autonomy is connected to higher job satisfaction and teacher well-being (Peng et al., (2022); Russo et al., (2021); Novebri, 2021).

Overall, research indicates that teaching practices that empower teachers, such as the use of meaningful learning strategies, active student engagement, the establishment of a supportive classroom climate, and the granting of autonomy in pedagogical decision-making, can significantly increase teachers' enjoyment of teaching mathematics. As a result, teachers should be encouraged to use interactive teaching approaches and be given the flexibility to be creative in their pedagogy, as this not only promotes student learning but also makes the teaching experience more meaningful and rewarding for teachers.

Although this study makes a significant contribution, there are a few caveats to consider. First, this study used a quantitative methodology with a cross-sectional approach, which means that it cannot yet explain a direct cause-and-effect relationship. Future studies should adopt a mixed-methods approach with longitudinal data collection to better describe changes over time. Second, the sample sizes for each school type and instructor gender group were not equal, potentially limiting the generalizability of the study’s findings. To ensure more representative results, future studies should include a larger and more proportional sample, including university pre-service teachers. Third, this study relied on correlation and regression analyses, ignoring the possibility of confounding variables or using more complex analytical models. Future research could use Structural Equation Modeling (SEM) to investigate the links between teachers' satisfaction with teaching mathematics, attitudes toward productive struggle, and a variety of contextual factors. Furthermore, future research might investigate whether teachers' love of teaching mathematics is reflected in students' enjoyment of studying mathematics, as well as how variations in teachers' levels of enjoyment over time influence their reactions to students' learning difficulties.

This study has significant implications for teachers and policymakers, particularly the Ministry of Education, as they strive to improve the quality of mathematics instruction and student learning outcomes. For teachers, the study's findings show that love of teaching is an important aspect of cultivating a positive attitude toward students' fruitful struggle. Teachers who enjoy the process of teaching mathematics are more willing to address students' learning issues and can provide a more supportive learning environment. Consequently, teacher education and professional development programs must focus not only on strengthening pedagogical competence but also on fostering teachers' emotional well-being. Furthermore, cultivating a growth mindset among teachers, who see obstacles as an essential part of the learning process, has the potential to generate more positive outcomes.

From a policy standpoint, the findings of this study suggest that efforts to improve teacher quality must take a more comprehensive approach that incorporates pedagogical competencies, content knowledge, and emotional and motivational aspects into teacher education and professional development. Given that the joy of teaching is positively correlated with teachers' attitudes that support "productive struggle," education policies should promote continuous professional development programs to strengthen teaching competencies as well as teachers' ability to create learning experiences that foster perseverance and deep understanding. Furthermore, numerous institutional hurdles, such as excessive administrative responsibilities, must be reduced to give instructors more flexibility to adopt creative, student-centered learning.

Furthermore, regulations that recognize and promote teachers who successfully build supportive learning environments can help strengthen these efforts. Recognizing teachers' love of teaching as a critical component of learning quality can be part of a larger plan to improve teacher professionalism. Professional acknowledgment, displays of gratitude, and providing access to more appropriate learning resources can all be considered types of help. Overall, this study emphasizes the significance of taking a comprehensive approach to supporting teachers' motivation, well-being, and professional development while cultivating a classroom culture that values "productive struggle" as a vital component of the mathematics learning process.

Based on the study's empirical findings, numerous recommendations are made to improve teacher education and professional development programs in Indonesia. First, efforts should be made to increase instructors' love of teaching mathematics. Professional development programs should include introspective workshops and activities for teachers to discuss excellent approaches, allowing them to rediscover the purpose and genuine delight of teaching mathematics in the classroom. Teachers may create more engaging and creative learning experiences by using contextual storytelling, educational games, and the use of mathematics in everyday life, generating a more pleasant classroom environment and enhancing students’ participation in learning.

Second, instructors must be prepared with a variety of practical ways to implement fruitful struggle in the classroom. These tactics include creating assignments based on constructive failure, employing inquiry-based learning methods, and utilizing language that reflects a growth mentality. By implementing these tactics, teachers are required to regard students' struggles as learning opportunities that can help them build critical thinking abilities, deepen conceptual comprehension, and increase their learning resilience. Furthermore, peer mentoring and the establishment of professional learning communities must be strengthened so that teachers have continuous support when employing teaching approaches that promote fruitful struggle. This collaborative approach can also help teachers maintain their passion, energy, and emotional resilience as they face numerous hurdles in the learning process.

Finally, teacher education and training programs must consider the unique peculiarities of each school context. Teachers in public schools who face higher administrative and regulatory demands can benefit from training in efficient teaching strategies, such as the use of time-saving assessments and digital technology to support the implementation of "productive struggle" without increasing teachers' workloads. Meanwhile, private school instructors can benefit from training that emphasizes the use of flexible and student-centered learning approaches, such as project-based and inquiry-based collaborative learning. By adapting professional development programs to the unique circumstances of each school context, training is expected to be more relevant, successful, and have a real influence on enhancing the quality of mathematics education in the long run.

The dataset supporting the findings of this study is available in the Zenodo repository. The data consist of coded questionnaire responses, summary descriptive statistics (including number of observations, mean, standard deviation, minimum, and maximum values), and demographic distribution of respondents by age and gender. This dataset forms the basis for the statistical analyzes reported in this study.

The dataset can be accessed at: Zenodo: Teacher Enjoyment and Attitudes Toward Student Struggles in Mathematics Evidence from Indonesian Elementary Schools https://doi.org/10.5281/zenodo.21368071 (Makenun, 2026)

Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0).

The authors would like to express their sincere gratitude to the Indonesian Education Scholarship (BPI), administered by the Center for Higher Education Funding and Assessment (Pusat Pembiayaan dan Asesmen Pendidikan Tinggi, PPAPT), Ministry of Higher Education, Science, and Technology of the Republic of Indonesia, and the Indonesian Endowment Fund for Education (Lembaga Pengelola Dana Pendidikan, LPDP). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

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