Abstract
Summary The anxiety about teaching of 100 PGCE students was measured both near to the beginning and to the end of a term's teaching practice. A significant decrease in anxiety was found which was essentially the same for all the subgroups based on male/female and science/non‐science divisions. A cross‐lagged panel analysis provided some indication that for the student teachers of science, but not for the teachers of non‐science subjects, anxiety was a cause, rather than a consequence, of class‐control problems. Such a result had been hypothesised in the light of a model of teacher behaviour based upon catastrophe theory.
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