Teaching Anxiety Research Articles

Perceived Stress and Mental Health Literacy Among Chinese Preschool Teachers: A Moderated Mediation Model of Anxiety and Career Resilience.

Chinese public mental health is currently characterized by a high prevalence of mental ill health and a low consultation rate, due primarily to the nation's low mental health literacy. Previous studies have shown that occupational stress may be a risk factor for mental health literacy. In China, preschool teachers are under high pressure; however, few studies have examined the mechanisms that mediate and moderate the relationship between preschool teachers' feelings of stress and their mental health literacy. A questionnaire was administered to 2352 preschool teachers to explore the relationship between their stress perceptions and mental health literacy. Preschool teachers' perceived stress was significantly and negatively associated with their mental health literacy, with anxiety playing a partially mediating role. Preschool teachers' career resilience moderated the relationship between perceived stress and anxiety. Perceived stress positively predicted anxiety for teachers with low levels of career resilience; for teachers with high levels of career resilience, perceived stress still positively predicted anxiety, and the higher the level of career resilience, the weaker the positive prediction of stress perception on anxiety. Perceived stress directly predicted mental health literacy among preschool teachers, and also indirectly predicted mental health literacy through the mediating role of anxiety. Career resilience moderated the relationship between stress perception and anxiety. These findings provide new perspectives on the treatment and prevention of preschool teachers' mental ill health.

Investigating the influencing factors of teaching anxiety in Virtual Reality environments

Investigating the influencing factors of teaching anxiety in Virtual Reality environments

Does Flipped Classroom Approach Impact on Foreign Language Classroom Anxiety of First-year Chinese Urban-rural Pre-service Teachers?

The present study mainly investigated the impact of the flipped classroom approach (FC) on foreign language classroom anxiety (FLCA) among first-year pre-service teachers at a Chinese university. Additionally, it examined whether the effect of (flipped or traditional) teaching approach on the language anxiety differed based on the participants' (urban or rural) educational background. To achieve these objectives, a quasi-experimental design was employed. Two classes, consisting of 60 pre-service teachers (30 from urban and 30 from rural schools) in each class, were randomly assigned to an experimental group exposed to the FC and a control group using the traditional teaching approach (TT). Both approaches were implemented in an English course over a 12-week semester. Data were collected using a Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed with two-way ANOVA. The results revealed that the FC had a positive impact on the FLCA among the pre-service teachers. Furthermore, the relation between teaching approach and language anxiety of the pre-service teachers was not significantly influenced by their educational backgrounds. Consequently, the study recommended that the FC be utilized to ameliorate the language anxiety of the first-year Chinese urban and rural pre-service English teachers. Accordingly, the study provided suggestions for teacher educators, pre-service teachers, and educational institutions and authorities for potentially more effective use of the FC in the specific context. Lastly, it discussed research limitations and avenues for future studies.

An Intelligent Support System to Help Teachers Plan Field Trips

Field trips enrich learning programs with out-of-school activities that can bring gains in students’ academic content knowledge and personal growth. However, they are a source of anxiety for teachers because of the bureaucracy, pedagogy, etc., risks they imply. To address this issue, we propose FieldTripOrganizer, a field trip planner based on the mixed-initiative approach aimed at increasing teachers’ autonomy and motivation in designing educational tours. The key aspects of our application are (i) the simultaneous provision of information filtering and automated scheduling support while the user designs the field trip, and (ii) the visual annotation of places and activities to show whether they can be included in the itinerary without violating its time constraints. Different from current tour planners, these functions enable the user to be in full control of the design process, delegating the system to manage difficult and burdensome tasks such as consistency checks and itinerary optimization. We evaluated FieldTripOrganizer in the use case of organizing a science field trip. In a preliminary user study involving 18 science teachers, our application turned up to be superior to a baseline tour planner in both usability and user experience. Moreover, the teachers declared that it was helpful, motivated them, and reduced their anxiety during the design of the field trips.

Investigation of the Relationship Between Perceptions of Self-Efficacy and Occupational Anxiety of Prospective Physical Education Teachers

Investigation of the Relationship Between Perceptions of Self-Efficacy and Occupational Anxiety of Prospective Physical Education Teachers

Flexible Learning, Anxiety And Academic Performance Of Pre-Service Teachers: Input To Curriculum Adjustment

Flexible Learning, Anxiety And Academic Performance Of Pre-Service Teachers: Input To Curriculum Adjustment

Speaking Anxiety of Non-English Major Teachers in an ESL School Setting: A Descriptive Correlational Study

Filipinos have become renowned for having proficiency in English, particularly when it pertains to speaking the language in a manner that many different nationalities are able to comprehend. On the other hand, language anxiety may arise when an individual who speaks a particular language is diffident or, at times, feels apprehensive about using the language. This study aimed to ascertain whether the participant's demographic profile—in particular, their age, gender, and educational background—was correlated with their English-speaking anxiety. The study used a descriptive correlational design to determine if the respondent's profile significantly impacted their language anxiety. Using a randomized sample technique, the researchers selected 54 English as Second Language teachers with non-English majors who were currently employed in Cebu Province, Philippines. The data were gathered utilizing a survey questionnaire adopted from the study "The Foreign Language Teaching Anxiety Scale: Preliminary Tests of Validity and Reliability" by Aydin & Ustuk (2020). The findings of the study depict that the age, gender, teaching experience, and educational background of the non-English major ESL teachers have no statistically significant correlation with their English language speaking anxiety.

The nature of teacher anxiety in English-medium tertiary education in Saudi Arabia

IntroductionWhile student anxiety, and factors affecting it, have been quite widely studied, this is less true of teacher anxiety, especially at tertiary level. Furthermore, inventories for the measurement of teacher anxiety seem more disparate and less standardized than those for student anxiety. These considerations prompted the present study which aimed to reveal just how anxious tertiary level teachers really are, and what factors, both demographic and situational, are associated with their anxiety, in a relatively neglected non-Western context.MethodA comprehensive questionnaire, was employed, combining items from a number of rather different previous teacher anxiety questionnaires, and applied to 88 university teachers at a Saudi university post COVID.ResultsAlthough anxiety was judged to have increased due to COVID, it still remained below the midpoint of the scale in absolute terms. While age and level of academic qualification were negatively related to overall teaching anxiety, experience, training, gender, and reported general trait anxiety were not. Notably features of the students (e.g., low ability or home difficulties) and of the administration (e.g., imposing high workload and unsuitable class sizes) generated relatively stronger anxiety compared with features in the hands of the teachers themselves (e.g., speaking in front of a class or answering student questions).DiscussionThe results suggest teachers’ emotional resilience after COVID, and chime with other published work in indicating a level of anxiety slightly below the scale midpoint as being the norm, and altruistic worry about students as a major cause of teacher anxiety.

Using Case-based Learning for Promoting Pre-service EFL Teachers' Pedagogical Content Knowledge and Reducing their Teaching Anxiety

Using Case-based Learning for Promoting Pre-service EFL Teachers' Pedagogical Content Knowledge and Reducing their Teaching Anxiety

Relationship between pre-service teachers’ mathematical knowledge for teaching fractions and their teaching practices: What is the role of teacher anxiety?

This study examined the role of mathematics anxiety in the relationship between pre-service teachers’ (PSTs’) mathematical knowledge for teaching fractions (MKTF) and their teaching practices. The study was based on the mathematics teaching proficiency model that identifies teacher knowledge and productive dispositions as variables that influence teachers’ practice. Data was collected from 171 PSTs using three instruments: mathematical knowledge for teaching fractions test, teaching practices test and mathematics anxiety questionnaire. Based on bi-variate correlation analyses, the results showed significant correlations: between PSTs’ MKTF and their teaching practices, and PSTs’ MKTF and their mathematics anxiety. Multiple regression analyses further showed that PSTs’ MKTF significantly predicted their teaching practices, and that anxiety increased magnitude of regression coefficient associated with MKTF in predicting performance in teaching practices. However, since the increase was insignificant, the study concluded that anxiety does not perform any significant role in the relationship between PSTs’ MKTF and their teaching practices. Thus, the study asserts that to train mathematics teachers in Ghana to proficiently teach mathematics depend on training them to acquire mathematical knowledge for teaching and independent of their anxiety levels. This study has implications for mathematics teacher education and professional development in Ghana.

A Study of Mathematics Teachers’ Self-Efficacy Beliefs, Mathematics Teaching Anxiety and Motivation towards Teaching Mathematics

This study aimed to assess the relationship between the teaching self-efficacy beliefs, teaching anxiety and motivation towards teaching mathematics among Math teachers in schools. A total of 51 schools-teachers participated in the study, with 31 male teachers and 20 female teachers. The study variables were measured by instruments adopted from literature for data collection using the survey method. Based on the obtained results, there is a significant relationship between mathematics teaching anxiety and motivation towards teaching mathematics, but not between self-efficacy beliefs and mathematics teaching anxiety. This study concluded with recommendations for future research.

Meningkatkan Kompetensi Pedagogik Guru Di Sekolah Dasar Melalui Pengawasan Yang Dilakukan Oleh Kepala Sekolah.

ABSTRACT
 The purpose of this research is to clarify how school administrators supervise teachers to improve pedagogical skills in the classroom. This study focuses on two issues: (1) how to improve school education by involving the community, and (2) the biggest challenges in content management and teacher development. Data mining and constructive methods were used in this investigation. The results showed that effective methods for managing principals and training teachers consisted of: (1) routine classroom practices, (2) supervision by administrators and educators, (3) floating procedures for describing class visits, and (4) evaluation of leadership activities with the intention of discussing and sharing ideas to improve teaching in the classroom. However, there are also constraints on the capacity of principals to supervise school administrators, including (1) Management issues, such as control of school administrators, teacher anxiety, and educators' lack of understanding of supervision; and (2) The decisions made by the school administration, such as the implementation of action plans, curriculum, teaching resources, teaching strategies, and teaching methods used by teachers in the teaching staff. Due to their busy schedule outside of school hours and the lack of support and incentives for teachers, especially in terms of preparing them for monitoring, the follow-up of school administrators was inadequate. Principals, teacher pedagogic competence, and monitoring are the keywords.
 Keywords: supervision, school principals, and teacher pedagogic competence

A COMPARATIVE STUDY OF ANXIETY AMONG SCIENCE TEACHERS AT THE SECONDARY LEVEL IN RAWALPINDI REGION

Teaching profession is one of the most painstaking in the world and is highly susceptible to psychological and physical health issues. Throughout the professional career, teachers suffer anxiety. This study aimed to determine the anxiety level of science teachers at FGEI Cantt. / Garrison institutes. It throws light upon the factors which cause anxiety. To find the level of anxiety a questionnaire was adapted and the data was collected. In this study teacher’s anxiety was measured by using the adapted Job Anxiety Scale of Schmalbach et al. The anxiety questionnaire was comprising 15 items. A Sample of 96 teachers from 20 FG Cantt/Garrison schools in Rawalpindi Cantt was selected for the study. For analysis of the data the SPSS tool version 26 was used. Teachers’ anxiety level was found moderate. The purpose of this study was to find out the difference of anxiety between male and female teachers and found that there was no significant difference between the anxiety of male and female teachers. In the comparison of anxiety mean for the class. Significant mean difference was found regarding anxiety of class 9th and 10th teachers. Moreover, there was no significant difference among the subjects on the anxiety of science teachers. It is recommended to take necessary measures are necessary to reduce the anxiety of science teachers. The findings have significant implications for all stakeholders in education. However, it is anticipated that addressing factors including as workload, student behavior, and working circumstances might help instructors to minimize anxiety.

A COMPARATIVE STUDY OF ANXIETY AMONG SCIENCE TEACHERS AT THE SECONDARY LEVEL IN RAWALPINDI REGION

Teaching profession is one of the most painstaking in the world and is highly susceptible to psychological and physical health issues. Throughout the professional career, teachers suffer anxiety. This study aimed to determine the anxiety level of science teachers at FGEI Cantt. / Garrison institutes. It throws light upon the factors which cause anxiety. To find the level of anxiety a questionnaire was adapted and the data was collected. In this study teacher’s anxiety was measured by using the adapted Job Anxiety Scale of Schmalbach et al. The anxiety questionnaire was comprising 15 items. A Sample of 96 teachers from 20 FG Cantt/Garrison schools in Rawalpindi Cantt was selected for the study. For analysis of the data the SPSS tool version 26 was used. Teachers’ anxiety level was found moderate. The purpose of this study was to find out the difference of anxiety between male and female teachers and found that there was no significant difference between the anxiety of male and female teachers. In the comparison of anxiety mean for the class. Significant mean difference was found regarding anxiety of class 9th and 10th teachers. Moreover, there was no significant difference among the subjects on the anxiety of science teachers. It is recommended to take necessary measures are necessary to reduce the anxiety of science teachers. The findings have significant implications for all stakeholders in education. However, it is anticipated that addressing factors including as workload, student behavior, and working circumstances might help instructors to minimize anxiety.

Intolerance of uncertainty fuels preservice teachers’ smartphone dependence through rumination and anxiety during the COVID-19 pandemic: A cross-sectional study

ObjectivesWe aimed to explore the relationship among intolerance of uncertainty (IU), rumination, anxiety, and smartphone dependence (SPD) in preservice teachers during the COVID-19 pandemic. MethodsTwo cross-sectional studies were conducted with Chinese preservice teachers, using questionnaires on IU, rumination, anxiety, and SPD. Data were analyzed using AMOS 24.0 and SPSS 25.0, and the mediating mechanism was tested using the macro program Model 6. Study 1 recruited participants who were forcibly sequestered in a university due to an anti-epidemic policy during the COVID-19 crisis. Study 2 was surveyed online from different universities to replicate and enhance the reliability of Study 1 finding. ResultsStudy 1 (N = 553, Mage = 20.8 ± 2.3, 30.0% female) and Study 2 (N = 1610, Mage = 21.1 ± 2.1, 51.4% female) both found that IU affected SPD through the independent mediators of rumination and anxiety, as well as the chain mediation of rumination→ anxiety. In Study 1, the indirect effect of IU on SPD was significant through rumination (β = 0.16, 95% CI [0.03, 0.06]), anxiety (β = 0.11, 95% CI [0.03, 0.06]), and the chain mediation (β = 0.02, 95% CI [0.01, 0.04]); in Study 2, the indirect effect of IU on SPD was significant through rumination (β = 0.08, 95% CI [0.05, 0.11]), anxiety (β = 0.10, 95% CI [0.08, 0.13]), and the chain mediation (β = 0.02, 95% CI [0.02, 0.03]). ConclusionTwo cross-sectional studies found that preservice teachers’ SPD is indirectly connected to IU, mediated by rumination and anxiety, and weakly mediated by the chain mediation of rumination and anxiety. Our findings may help educators understand the impact of anti-epidemic policies on preservice teachers and possible inclusive later interventions.

A COMPARATIVE STUDY OF ANXIETY AMONG SCIENCE TEACHERS AT THE SECONDARY LEVEL IN RAWALPINDI REGION

Teaching profession is one of the most painstaking in the world and is highly susceptible to psychological and physical health issues. Throughout the professional career, teachers suffer anxiety. This study aimed to determine the anxiety level of science teachers at FGEI Cantt. / Garrison institutes. It throws light upon the factors which cause anxiety. To find the level of anxiety a questionnaire was adapted and the data was collected. In this study teacher’s anxiety was measured by using the adapted Job Anxiety Scale of Schmalbach et al. The anxiety questionnaire was comprising 15 items. A Sample of 96 teachers from 20 FG Cantt/Garrison schools in Rawalpindi Cantt was selected for the study. For analysis of the data the SPSS tool version 26 was used. Teachers’ anxiety level was found moderate. The purpose of this study was to find out the difference of anxiety between male and female teachers and found that there was no significant difference between the anxiety of male and female teachers. In the comparison of anxiety mean for the class. Significant mean difference was found regarding anxiety of class 9th and 10th teachers. Moreover, there was no significant difference among the subjects on the anxiety of science teachers. It is recommended to take necessary measures are necessary to reduce the anxiety of science teachers. The findings have significant implications for all stakeholders in education. However, it is anticipated that addressing factors including as workload, student behavior, and working circumstances might help instructors to minimize anxiety.

INVESTIGATING ANXIETY ABOUT TEACHING A FOREIGN LANGUAGE AMONG EFL TEACHERS PURSUING THEIR POSTGRADUATE STUDIES

In the discipline of teaching English, scholars and even language teachers have long been interested in foreign language teaching anxiety (FLTA). With the increasing proliferation of English as a foreign language (EFL), there is a lack of comprehensive research on FLTA among EFL teachers. Therefore, the current study examines FLTA among 48 EFL teachers during their postgraduate programme at a public university in Northern Cyprus. The current analysis included the administration of the Teacher Foreign Language Anxiety Scale (TFLAS) and interviews. According to the results, the participants experienced varying degrees of foreign language teaching anxiety, and anxiety levels do not correlate with participants’ gender and teaching. The findings also revealed that fear of making mistakes was the primary factor that could induce language teaching anxiety. This study contributes to the existing body of prior research on FLTA with valuable contextualised data that could help alleviate anxiety levels experienced by EFL teachers.

A comparison of two teacher trainings on student anxiety

The purpose of this study was to compare the impact of two teacher trainings, both focused on identifying student anxiety and implementing empirically supported anxiety reduction strategies in the classroom. A comparison of teachers’ satisfaction with their training was examined along with pre–post training changes on measures of teachers’ knowledge and use of evidence-based anxiety reduction strategies, perceived confidence in assisting students with anxiety, and teaching self-efficacy. Volunteer elementary teachers in New England USA were randomized to receive either a six-hour interactive training (Teacher Anxiety Program for Elementary Students; TAPES; n = 41) or a three-hour didactic (Teacher Anxiety Training; TAT; n = 37). Fifty-four teachers completed their respective training (mean age 40.9; SD = 10.2; 98% female; 96% White). Results from t-tests indicated that levels of training satisfaction were high and similar across trainings. Mixed-design ANOVA analyses found that teachers receiving both trainings showed significant improvements in teacher knowledge and use of anxiety reduction strategies, confidence, and self-efficacy. Teachers receiving TAPES, compared to TAT, showed greater improvements in their knowledge of anxiety reduction strategies. Findings highlight the need and perceived value of training teachers on topics related to identifying and managing student anxiety.

Technostress, anxiety, and coping strategies in online teaching among nurse educators

The use of technology in educational processes accompanies adaptation issues due to the rapid development and cost of technology, internet connectivity, need for electricity, suitable space at home and sufficient knowledge in navigating online platforms (Munoz, et. al., 2020). The goal of this study is to determine the technostress, anxiety, and coping strategies in online teaching of nurse educators in universities and colleges of nursing in Laguna. Further, the study probed the relationship between respondents’ level of technostress and level of anxiety, level of technostress and coping strategies, and level of anxiety and coping strategies. The findings revealed that the level of technostress among nurse educators in Laguna was low, have a mild level of anxiety, and very high in utilizing coping strategies. There was a significant relationship between the respondents’ level of technostress and level of anxiety, as the probability values of 0.006 (learning-teaching and profession oriented), 0.039 (technical oriented), 0.008 (personal-oriented), and 0.001 (social-oriented) were less than the 0.01 and 0.05 significance level respectively, thus implied that the lower the respondents’ level of technostress the more the respondents’ have mild anxiety, there was no significant relationship between the respondents’ level of technostress and coping strategies, as the probability values 0.586 (learning-teaching process oriented), 0.211 (profession oriented), 0.960 (technical oriented), 0.506 (personal oriented), and 0.297 (social oriented) are more than 0.05 significance level, this implied that the hypothesis that there is no significant relationship between the respondent’s level of technostress and coping strategies was accepted, and lastly, there was no significant relationship between the respondents’ level of anxiety and coping strategies, as the probability value 0.192 is more than 0.05 significance level, therefore, the hypothesis that there is no significant relationship between the respondent’s level of anxiety and coping strategies was accepted.

Gender as a Differentiating Factor in Mathematics Anxiety of Pre-Service Teachers

Developing mathematical competencies in future teachers requires particular attention to both cognitive and affective aspects. A positive attitude towards mathematics increases enjoyment, motivation, and confidence when working with the subject. It also reduces the anxiety of facing activities and problems and gives greater value to the academic and professional usefulness of mastering mathematical knowledge. These attitudes will also be reflected in their future teaching practice. For this reason, it is of great interest to study the attitudes of this critical group since, despite the numerous investigations carried out in this field, the influence of variables, such as place of origin or gender, on the attitudes and, in particular, on the attitudinal factor that best explains them, anxiety towards mathematics, has not yet been clarified. This work has analyzed the attitude and anxiety of 235 future teachers who study in rural and urban environments. The results show that gender is a differentiating factor in anxiety, with similar results in the schools of the two environments. However, the differences between men and women are more pronounced in the rural environment.