Teaching Anxiety and its Relationship with Mind Habits among New Teachers in the Sultanate of Oman

Abstract

The study aimed at investigating the relationship between teaching anxiety and mind habits among new teachers in The Sultanate of Oman. The random sample of the study consisted of 373 teachers, (198) teachers of humanity sciences and (175) teachers of applied sciences. The study used the descriptive correlational method. To achieve the study’s objectives, the researchers designed teaching anxiety scale and mind habits scale which consisted of 3 domains (persistence, thinking flexible, and thinking interdependently). The results revealed that the level of teaching anxiety among new teachers is low while the level of mind habits is high. They also showed that teachers of applied sciences experience a higher level of teaching anxiety than teachers of humanity sciences. The results also showed statistically significant differences in the level of thinking flexible habit for the favor of teachers of humanity sciences while there were no differences in persistence and thinking interdependently habits. In addition, there were negative statistically significant relationships between teaching anxiety and persistence and thinking flexible habits. Keywords: teaching anxiety, mind habits, new teacher, persistence, flexible thinking, interdependent thinking