Pre-Service Teachers’ Teaching Anxiety, Teaching Self-Efficacy, and Problems Encountered During the Practice Teaching Course

Gorospe, Joanne D.

doi:10.5539/jel.v11n4p84

Cited by 13 publications

(9 citation statements)

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“…In a study of Ngidi & Sibaya (2003), they emphasized that gender, age and grade placement causes anxiety among practice teachers. While other works suggest that practice teachers in higher grade levels experience lesser anxiety (Gorospe, 2022), but the findings of this paper suggest otherwise. Likewise, in dealing with cooperating teachers, the female practice teachers experience higher www.rsisinternational.org levels of anxiety compared with their male counterparts.…”

Section: Discussioncontrasting

confidence: 82%

“…This is also true with the claim of Ngidi & Sibaya (2003), that gender causes anxiety among practice teachers. While some papers suggest that gender does not have any correlate with practice teaching anxiety (Albasin-Lacaba, et.al, 2022), but the cooperating teacher's expectations from the practice teachers causes their anxiety (Gorospe, 2022).…”

Section: Discussionmentioning

confidence: 99%

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Student Teachers Practicum Anxiety during the COVID-19 Pandemic

Vale¹,

Barcillano²

2023

IJRISS

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The pandemic has brought different levels of anxiety to students and teachers alike. This paper looks into the levels of anxiety experienced by the Partido State University’s (ParSU) Practice Teachers (PT’s) during their practice teaching for the academic year 2021-2022 along the various practice teaching activities as well as analyze how the students are able to overcome those anxieties. Using the researcher-modified five-point Likert Student Anxiety Scale (STAS) to identify the levels of anxiety experienced by the PT’s, two sample T-Test to compare the anxiety experienced by the PT’s by gender, grade placement and course, and logistic regression analysis to see the effects of the PT’s gender, grade placement, age and course on their anxiety, the researchers found that the PT’s experience high levels of anxiety in lesson preparation, technology, cooperating teacher and subject/subject matter. The researchers also found that while there is no significant differences in the levels of anxiety experienced by the PT’s, but their grade placement affects their anxiety in demonstration teaching and technology while their age affects their anxieties in demonstration teaching, managing virtual classroom and subject/subject matter. In overcoming those anxieties, the themes which emerged include time management to study the subject matter and prepare for demonstration teaching, exploring the features of the LMS for timely returning and checking of student outputs as well as communicating their concerns to their cooperating teacher. To reduce the anxiety of the practice teachers, especially that practice teaching is done virtually in the new normal, the researchers developed a mental health program for practice teachers experiencing practice teaching anxiety.

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Section: Discussioncontrasting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Student Teachers Practicum Anxiety during the COVID-19 Pandemic

Vale¹,

Barcillano²

2023

IJRISS

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“…Anxiety in this study is viewed from the dimensions of physical, behavioral, and cognitive. Many previous studies reported that students experienced anxiety during their college years [11,12,14,22,23]. Our data suggested that most students experienced very severe anxiety (panic) during the webinar tutorial.…”

Section: Learning Difficulties and Anxiety Levels During The Webinar ...supporting

confidence: 50%

“…A study related to student anxiety is mostly carried out in study programs or courses that contain practicum, practice, presentation, and or complex calculations, such as in the field of medicine, nursing, language, statistics, mathematics, microteaching, and pre-service teachers [6][7][8][9][10][11][12][13][14][15][16][17][18]. However, there is a limited study examining the anxiety of students attending distance learning who also have a job.…”

Section: Introductionmentioning

confidence: 99%

Correlation of Learning Difficulties with Anxiety: A Concurrent Embedded Mixed Methods Study

Suwardika¹,

Sopandi²,

Indrawan³

2023

Advances in Social Science, Education and Humanities Research

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The purposes of this research were to determine: (1) the level of learning difficulties and student anxiety during the webinar tutorial (Tuweb); (2) the relationship between physical, behavioral, and cognitive dimensions of anxiety;(3) the relationship between the dimensions of learning difficulties and anxiety; (4) the relationship between the dimensions of learning difficulties and the dimensions of cognitive, behavioral anxiety, and partially cognitive; (5) other factors that influence anxiety during webinar tutorial (Tuweb) besides learning difficulties. In this study, we used concurrent embedded mixed method design, with the dominance of quantitative research. Data was collected through a questionnaire and disseminated using Google Forms to 97 Open University students who had attended a webinar tutorial. Quantitative data in the form of learning difficulties and anxiety levels were analyzed using Spearman's Rho Correlation, while qualitative data were analyzed using the qualitative descriptive method. The results showed that (1) 35.05% of students' learning difficulties are in a low category, while 31,96% of students had very severe (panic) difficulties; (2) there is a significant relationship between the dimensions of physical, behavioral, and cognitive anxiety; (3) there is a significant relationship between learning difficulties and anxiety; (4) there is a significant relationship between the dimensions of learning difficulties and the dimensions of cognitive, behavioral anxiety, and partially cognitive, with the learning materials and resources constraints in the webinar tutorial (Tuweb) presenting the highest correlation; (5) other factors that influence anxiety are difficulties in managing time to do office assignments, household activities, Balinese-social activities, and college assignments.

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“…Teacher self-efficacy is an important factor in future teaching practices and is related to teacher effectiveness and student learning (Naidoo (Naidoo & Naidoo, 2023). In teacher education programs, most prospective teachers in practicum have a number of concerns and anxieties that can reduce self-efficacy and have an impact on their performance (Gorospe, 2022). The loading factor in creating a learning environment is 0.767 ; this states that through knowledge from research results, teachers can create a learning environment that improves students' thinking skills.…”

Section: Discussionmentioning

confidence: 99%

Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education

Jaya

2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to analyze the perception of implementing research-based teaching and teacher self-efficacy in improving professional teaching and learning. This study used a quantitative approach with the survey as a data collection method. 187 teachers were involved in the study spread across three different provincial regions. Data collection was conducted using questionnaires related to teachers' perceptions and self-assessments of research-based teaching, teacher self-efficacy, and professional teaching and learning. The analysis used a two-step approach involving measurement and structural model using structural equation modeling (SEM) analysis. The results showed that research-based teaching has an assential role in improving professional teaching and learning. In addition, teacher self-efficacy also affects the development of teaching and learning professionals, indicating that teacher confidence in their teaching ability has a significant impact on the quality of student learning. The use of research-based teaching by teachers not only increases the efficacy of their teaching, but also positively impacts the learning experience of students, enriching and expanding the quality of learning.

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Pre-Service Teachers’ Teaching Anxiety, Teaching Self-Efficacy, and Problems Encountered During the Practice Teaching Course

Cited by 13 publications

References 0 publications

Student Teachers Practicum Anxiety during the COVID-19 Pandemic

Student Teachers Practicum Anxiety during the COVID-19 Pandemic

Correlation of Learning Difficulties with Anxiety: A Concurrent Embedded Mixed Methods Study

Connecting the Dots : How Research-Based Teaching Shapes Teacher Self-Efficacy and Elevates Professional Development in Education

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