Relationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievement
Teaching Practice (TP) is an essential and compulsory stage in teachers training, as it gives them a worthwhile opportunity to practice what they have learned during training. It involves real classroom teaching which leads to most students experience anxiety which interferes with their performance. This study was planned to examine the relationship between university student teachers’ anxiety levels towards TP with their self-determined learner’s personality and with academic performance in TP. The study involved two Kenyan universities; University of Kabianga and Laikipia University. Study population was 800 student teachers undertaking their TP exercise. A random sample of 105 students were involved. Research design was descriptive-correlational research design while research method was cross-sectional analytical survey. Three tools were used to correct data; The Student Teacher Anxiety Scale (STAS), Teaching Practice Assessment Score Sheet (TPASS) and Eysenck Personality Questionnaire (EPQ). Pearson correlation coefficient, r, was used to test the relationship between student teachers’ anxiety, personal characteristics, and academic achievement. Results indicate that; academic achievement in TP exercise and TP anxiety are high, there is a weak statistically significant negative relationship between TP anxiety and academic achievement and the negative relationship is statistically significant in evaluation and professional preparation anxieties only. Furthermore, there is a statistically insignificant relationship between learner personality and academic achievement in TP.
PDF. (n.d.). Retrieved July 12, 2022, from https://www.tvusd.k12.ca.us/cms/lib/CA02208611/Centricity/Domain/9537/4964104180009246281.pdf.
Akinwumi, F. S., Emerole, E. N., & Oyarekua, M. (2018). Anxiety and student-teacher performance in teaching practice in the federal colleges of education in southwest; Nigeria. Afribary.
Anders-Richards, D. (1969). Teaching practice: assessment procedures. Education for Teaching, 80, 71–72.
Behets, D. (1990). Concerns of preservice physical education teachers. Journal of Teaching in Physical Education, 10, 66–75.
Blanton, L. P., Sindelar, P. T., & Correa, V. I. (2006). Models and measures of beginning teacher quality. The Journal of Special Education, 40(2), 115–127. https://doi.org/10.1177/00224669060400020201.
Brandt, N. D., Lechner, C. M., Tetner, J., & Rammstedt, B. (2020). Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks. Journal of Personality, 88(2), 249–264. https://onlinelibrary.wiley.com/doi/abs/10.1111/jopy.12482.
Broadhead, P., Cuckle, P., Hodgson, J., & Dunford, J. (1996). Improving primary schools through school development planning. Sage Journals. https://doi.org/10.1177/0263211X9602400305.
Capel, S. A. (1997a). Changes in students’ anxieties and concern after their first and second teaching practices. Educational Researchers, 39(2), 211-228.
Capel, S. A. (1997b). Changes in students’ anxieties and concerns after their first and second teaching practices. Educational Research, 39(2), 211–228. https://doi.org/10.1080/0013188970390208.
Caspari, I. E., & Eagleston, J. (1965). A new approach to the supervision of teaching practice. Education for Teaching, 68, 42–52.
Cowden, P. (2009). Communication and conflict: Social anxiety and learning. In the Proceedings of Academy of Organizational Culture: Communications and Conflict, 14(2), 16–19.
Davis, J. B. (1990). Stress among secondary school student teachers: factors which contribute to it and ways of reducing it. The High School Journal, 73(4), 240–244. https://www.jstor.org/stable/40364874.
Deering, T. (n.d.). How should we evaluate student teachers? Critical Questions in Education Volume, 2.2.
Donaldson, S. I., Gooler, L. E., & Scriven, M. (2002). Strategies for Managing Evaluation Anxiety: Toward a Psychology of Program Evaluation. American Journal of Evaluation, 23(3), 261–273. ISSN: 1098-2140.
Fletcher, C. (1958). Supervision and Assessment of Practical Teaching. Education for Teaching, 47, 17–23.
Hart, N. I. (1987). Student teachers’ anxieties: Four measured factors and their relationships to pupil disruption in class. Educational Research, 29(1), 12–18. https://doi.org/10.1080/0013188870290102.
Hayat, A. A., Kohoulat, N., Amini, M., & Faghihi, S. A. A. (2020). The predictive role of personality traits on academic performance of medical students: The mediating role of self-efficacy. Medical Journal of the Islamic Republic of Iran, 34, 77. https://doi.org/10.34171/mjiri.34.77.
Heeralal, P. J. H. (2014). Student teachers’ perspectives of qualities of good mentor teachers. The Anthropologist, 17(1), 243–249. https://doi.org/10.1080/09720073.2014.11891434.
Hodgson, C. P. (1976). The assessment of teaching practice: what criteria should we choose? Australian Journal of Teacher Education, 1(2). https://doi.org/10.14221/ajte.1976v1n2.1.
Hooda, M., & Saini, A. (2017). Academic anxiety: An overview. Educational Quest: An Int. J. of Education and Applied Social Science, 8(3), 807–810.
Hourcade, J. J., Parette, H. P., & McCormack, T. J. (1988). Stress Sources among Student Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 61(8), 347–350. https://doi.org/10.1080/00098655.1988.10113968.
HS-10 Responsibility of the Learner.pdf. (n.d.). Retrieved July 26, 2022, from https://www.northwoodtech.edu/sites/default/files/inline-files/HS-10%20Responsibility%20of%20the%20Learner.pdf.
IUPUC Division of Education Indiana University-Purdue University Columbus. (2015). Student Teaching Handbook Elementary. Indiana University-PurDue University Columbus. https://www.iupuc.edu/education/student-teaching/files/student-teaching-handbook.pdf.
Kanwal, N., Akhter, D. N., & Kanwal, N. (2017). A mixed method approach to explore student-teachers’ anxiety in relation to their teaching practices at school placement. Merit Research Journal of Education and Review, 5(2), 6–15.
Kazu. (2001). Anxiety in college Japanese language classroom. Modern Language Journal, 85, 547–567.
Kemp, N. (2018). The Palgrave international handbook of alternative education. Edited by Helen E. Lees and Nel Noddings. Pp 528. London: Macmillan Publishers Ltd. 2016. £126.50 (hbk). ISBN 978-1-137-41290-4. British Journal of Educational Studies, 66(2), 267–269. https://doi.org/10.1080/00071005.2017.1381432.
Khan, A. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students’ Academic Success. Journal of Education and Practice, 8(1), 18–21
Khan, M. S., Malik, A. R., Butt, A. U. A., Khalid, A., Maqbool, S., Khan, H., & Younas, M. W. (2019). Personality dynamism and academic performance among boarders and non-boarders studying in a Medical University. Cureus, 11(7). https://doi.org/10.7759/cureus.5072.
Kiggundu, E. (2007). Teaching practice in the greater VAAL triangle area: the student teachers experience. Journal of College Teaching & Learning (TLC), 4(6), Article 6. https://doi.org/10.19030/tlc.v4i6.1572.
Koerner, M., Rust, F., & Baumgartner, F. (2002). Exploring roles in student teaching placements. Teacher Education Quarterly, 29(2), 35–58.
Lampert, N. (2006). Critical thinking dispositions as an outcome of art education, studies in art education. Tylor & Francis, 47(3), 215–228. DOI: 10.1080/00393541.2006.11650083.
Lave, J., & Wenger, E. (1991, September 27). Situated Learning: Legitimate Peripheral Participation. Higher Education from Cambridge University Press; Cambridge University Press. https://doi.org/10.1017/CBO9780511815355.
Lynch, M., & Capalbo, L. (2009). Judging Competence. Faculty Publications. https://digitalcommons.ric.edu/facultypublications/256.
MacDonald, C. J. (1993). Coping with stress during the teaching practicum: the student teacher’s perspective. Alberta Journal of Educational Research, 39(4), 407–418.
McBride, R. (1984). Perceived teaching and program concerns among preservice teachers, university supervisors, and cooperating teachers. Journal of Teaching in Physical Education, 3, 36–43.
Morris, S. (1970). The assessment and evaluation of teaching practice. In 9 towards evaluation: some thoughts on tests and teacher education. Educational Review, 4, 64–70.
Morton, L. L., Vesco, R., Willium, N. h., & Adwender, M. A. (1997). Student Teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology, 67, 69–89.
Ngidi, D. (1998). Towards a model for determinants of occupational stress among teachers in Kwazulu Natal. Undefined. https://www.semanticscholar.org/paper/Towards-A-Model-For-Determinants-Of-Occupational-In-Ngidi/cd9e127781d5ac8f070d4a6fada3a2006210a2d8.
Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. South African Journal of Education, 23(1), 18–22. https://doi.org/10.4314/saje.v23i1.24841.
O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971–990. https://doi.org/10.1016/j.paid.2007.03.017.
Perry, R. (2004). Teaching practice for early childhood: a guide for students (2nd ed.). Routledge. https://doi.org/10.4324/9780203392324.
Ponte, J., & Brunheira, L. (2001). Analysing practice in preservice mathematics teacher education. Mathematics Education Research Journal, 3, 16–27. https://www.researchgate.net/profile/Joao-Ponte-2/publication/255602452_Analysing_practice_in_preservice_mathematics_teacher_education/links/0c96052b88ab3c2cc0000000/Analysing-practice-in-preservice-mathematics-teacher-education.pdf.
Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338. https://doi.org/10.1037/a0014996.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261.
Ryan, D. G. (1960). Characteristics of Teachers. American Council on Education, Washington, D.C.
Steyn, P. D. G., & Killen, R. (2001). Reconstruction of meaning during group work in a teacher education programme. South African Journal of Higher Education, 15(1), 61–67. https://doi.org/10.4314/sajhe.v15i1.25381.
Steyn, P., & Killen, R. (2001). Reconstruction of meaning during group work in a teacher education programme. South African Journal of Higher Education, 15(1), 61–67. https://doi.org/10.4314/sajhe.v15i1.25381.
Sullivan, B. (n.d.). Understanding academic anxiety. Cornell University Learning Strategies Center, p. 2
University of Minnesota. (2022). Teaching Handbook–Office of Teacher Education. Teaching Handbook. https://academics.cehd.umn.edu/teaching-handbook/
Wendt, J., & Bain, L. (1989). Concerns of preservice and inservice physical educators. Journal of Teaching in Physical Education, 8, 177–180.
Yumpu.com. (n.d.). Introduction-to-Research-and-Research-Methods. Yumpu.Com. Retrieved October 25, 2021, from https://www.yumpu.com/en/document/view/46492228/introduction-to-research-and-research-methods.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.