Relationship between Self-Efficacy and Anxiety in Student-Teachers with reference to their Teaching Practices at School Placement

Abstract

Student-teachers’ experiences at their school placement during their teaching practice are important in developing them a confident teacher in their future. This study aims to measure student-teachers’ self-efficacy and anxiety at their school placement and explore the relationship between self-efficacy and anxiety level in student-teachers. The effect of following factors was explored such as lesson planning, classroom management, evaluation by the university supervisor and cooperative teachers from their school. A Mixed methods approach was adopted to seek out student-teachers’ self-efficacy believes and anxiety level. Three research tools were used in this study i.e. STAS (Student-Teacher Anxiety Scale), TES (Teacher Efficacy Scale) and 5 focus group interviews. Data were collected with 500 students-teachers and 5 focus groups interview. The finding revealed that there is a negative correlation between self-efficacy and anxiety level. The findings show that over loaded work, negative experiences with cooperative teacher and misbehavior from pupils generate low self-efficacy in student-teachers. It is recommended that training on the classroom management should be part of teacher education. Moreover required facilities should be provided to the student-teachers during their teaching practice.