Teaching anxiety is a prevalent issue among pre-service teachers, significantly impacting their readiness and effectiveness in the classroom. This presentation delves into the findings of Akınsola's 2014 study, which examines the levels of teaching anxiety among pre-service teachers in Turkey. The study highlights key factors such as gender, teaching experience, and self-efficacy, providing valuable insights into how educational programs can better support future educators.
Article Information
Full citation: Akınsola, M. K. (2014). Assessing pre-service teachers' teaching anxiety. American Journal of Educational Research, 2(12), 41-44.
The study was conducted in Turkey, focusing on pre-service teachers from a Turkish university.
The research aimed to measure teaching anxiety levels and identify influencing factors.
The findings reveal significant variations in anxiety based on gender, experience, and self-efficacy.
Keywords
Teaching anxiety
Pre-service teachers
Self-efficacy
Gender differences
Teaching experience
Abstract Summary
Focus: Measuring teaching anxiety levels among pre-service teachers.
Sample: Pre-service teachers from a Turkish university.
Finding: Anxiety varies with gender, teaching experience, and self-efficacy.
Aim of the Study
Main Aim: To assess the level of teaching anxiety among pre-service teachers.
Secondary Aims: Examine the relationship between anxiety, gender, and experience.
Investigate how self-efficacy affects anxiety.
Main Findings — Teaching Anxiety Levels
Many pre-service teachers experience moderate teaching anxiety.
Teaching anxiety is common even before real teaching practice starts.
Anxiety is seen as a barrier to effective classroom performance.
Main Findings — Gender and Anxiety
Female pre-service teachers reported higher anxiety than males.
Gender differences were statistically significant.
Possible reason: Social and emotional factors influencing females more.
Main Findings — Experience and Anxiety
More teaching experience equals lower anxiety.
Students with internship experience showed less anxiety.
Practical teaching opportunities help build confidence.
Main Findings — Self-Efficacy and Anxiety
High self-efficacy equals low teaching anxiety.
Students who believed in their teaching ability were less anxious.
Developing self-efficacy is crucial in teacher education programs.
Teaching anxiety is a significant issue for pre-service teachers, influenced by factors such as gender, experience, and self-efficacy. Educational programs must address these factors to support students in gaining practical experience and building self-confidence, thereby reducing anxiety and enhancing their readiness for effective classroom performance.
