The subject of mathematics teachers’ views and teaching skills is one of the important research fields among mathematics education professionals. The purpose of this research is to investigate the dimensions of the effects of teachers’ attitudes towards learning mathematics and their actions to create positive emotions in classrooms with their perceptions of academic participation and academic progress of students. The descriptive-correlation type research method and its statistical population were formed by mathematics teachers in the first and second year of high school, 261 of whom were selected by the convenient method and by sending an electronic questionnaire. To collect data, a researcher-made questionnaire was designed that measured the effective teaching skills of mathematics teachers in three components: “Reviewing prerequisites and expressing goals”, “Executing learning probes” and “Enthusiasm and humor”. The second and third parts of this questionnaire were designed with the aim of measuring the mathematical views and actions of mathematics teachers to create positive emotions and their perceptions of students' academic participation, respectively. Structural equation modeling showed that the research tool has content validity and construct validity. The findings showed that the constructive attitudes of mathematics teachers about learning mathematics as well as their efforts to create positive emotions in students can be related to their greater efforts to “review prerequisites and express goals”, “implement learning probes” and “enthusiasm and humor” in the classroom. It was found that an increase in the humor score is associated with a significant slight decrease in the academic progress of students in mathematics.