Science anxiety levels in Emirati student teachers

Abstract

Research has shown that pre-service and in-service teachers who exhibit science anxiety are less likely to teach it effectively. It is therefore critical to gauge the science anxiety levels of student teachers early while there are still possibilities, perhaps, to prevent serious issues occurring later on as a result. This study takes place in the United Arab Emirates, where Emirati science teachers are already in the vast minority. Since this is the case and teacher attrition rates are high, it is important to offer as much support to student teachers as possible. We surveyed 113 student elementary school teachers to explore their science anxiety levels. Whilst some studies have shown that science anxiety can decrease as students take science content courses, thereby theoretically gaining confidence in science knowledge, this effect was not observed in our study except for a few aspects and only in those who had studied in the 'science track' at school. We also found that students educated in arts tracks in high schools had significantly higher science anxiety levels compared with those who followed science tracks.

Examining the relationships among anxiety associated with teaching science, interest in science, and self-efficacy

“…Firstly, the teaching profession is very challenging (Jaleel & Verghis, 2017;Moraru & Cristea, 2013), and anxiety can lead to stress, burnout, and reduced overall job satisfaction (Skaalvik & Skaalvik, 2018;Veldman et al, 2016). Teachers' anxiety can directly impact student engagement and learning outcomes (Dickson et al, 2017). An anxious teacher may find it difficult to communicate complex scientific concepts understandably and engagingly, which can lead to reduced student interest and understanding.…”

“…An anxious teacher may find it difficult to communicate complex scientific concepts understandably and engagingly, which can lead to reduced student interest and understanding. Anxiety may be a barrier that prevents teachers from adopting and implementing these effective pedagogical strategies (Dickson et al, 2017). Teachers who are more confident and less anxious are likely to be more open to experimentation and innovation in their teaching practice, thus improving the overall quality of science teaching (Docherty-Skippen et al, 2020).…”

“…This anxiety stems from the complexity of scientific concepts, the need to maintain student engagement, and the ever-evolving teaching methods (Putra et al, 2021;Rukijat & Karimat, 2021). Teachers' anxieties can seriously affect the quality of science education provided to students (Dickson et al, 2017).…”