Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Bach, Andreas; Hagenauer, Gerda

doi:10.1007/s35834-022-00343-9

Cited by 8 publications

(3 citation statements)

References 49 publications

(126 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants who were anxious about their language abilities may encounter more challenges and experience more teaching anxiety, which can in turn affect their self-efficacy beliefs. This finding partly supported previous education researchers' findings (Bach & Hagenauer, 2022;Senler, 2016;Unlu et al, 2017). Merç (2015) focused on Turkish pre-service EFL teachers and participants' teaching anxiety negatively correlated with self-efficacy beliefs.…”

Section: Relationships Among Tfla Ta and Tsesupporting

confidence: 88%

“…In addition, some educational studies show that teaching anxiety negatively affects self-efficacy (e.g., Bach & Hagenauer, 2022). For example, In Bach and Hagenauer (2022)'s study of 449 Austrian pre-service mathematics teachers, teaching anxiety imposed negative predictive effects on selfefficacy beliefs. Senler (2016) focused on 356 Turkish pre-service teachers.…”

Section: Relationships Among Tfla Ta and Tsementioning

confidence: 99%

See 1 more Smart Citation

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Li,

Liu,

Gong

2024

International Journal of Teacher Education and Professional Development

View full text Add to dashboard Cite

This study examined the relationships among Chinese pre-university teachers' foreign language anxiety, teaching anxiety and teacher self-efficacy. The participants were 210 Chinese primary and secondary English teachers who completed a battery of questionnaires. The results showed that: (a) the participants reported low to moderate levels of foreign language anxiety and teaching anxiety, as well as a high level of self-efficacy; (b) foreign language anxiety directly and negatively predicted the participants' self-efficacy; (c) foreign language anxiety was a positive predictor of teaching anxiety; (d) teaching anxiety mediated the link between foreign language anxiety and self-efficacy. This study highlights the importance of addressing language teachers' foreign language anxiety and teaching anxiety, and provides insights into enhancing teachers' self-efficacy.

show abstract

Section: Relationships Among Tfla Ta and Tsesupporting

confidence: 88%

Section: Relationships Among Tfla Ta and Tsementioning

confidence: 99%

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Li,

Liu,

Gong

2024

International Journal of Teacher Education and Professional Development

View full text Add to dashboard Cite

show abstract

“…Creating a positive school climate depends on building healthy relationships within the school. Building connections and fostering a sense of belonging are vital in any community, including schools [6]. Within a school community, everyone must interact and engage with each other, be it teachers, students, administrators, support staff, or other stakeholders who play roles in the school's functioning.…”

Section: Introductionmentioning

confidence: 99%

Predicting preschool moral development with school climate: Fuzzy Delphi approach

Masnan,

Ismail,

Usop

et al. 2024

IJERE

View full text Add to dashboard Cite

Education is vital for a person’s development, especially from an Islamic perspective, where the first goal is to foster a servant attitude, talent, personality, and outlook on life. Preschool education is crucial in nurturing a child's nature, emotions, and cognitive and social skills in the first five years. However, the significance of a good school environment, particularly in moral formation, varies among institutions. Therefore, this article aims to build consensus among experts on the role of school environment and classroom management in preschoolers’ moral development. Eleven-panel members validated the survey instrument with items and analyzed it using the Fuzzy Delphi method (FDM). According to the study, the experts agree that the physical school environment and classroom management are essential for promoting healthy moral development. Expert consensus was obtained on 19 out of 20 items in the physical school environment and classroom management dimension with an expert agreement level greater than 75% with an average (d) value less than 0.2. The undeniable consensus is that the school environment and classroom management play a crucial role in fostering the moral development of preschool children.

show abstract

The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum

Hagenauer,

Raufelder,

Ivanova

et al. 2024

Eur J Psychol Educ

View full text Add to dashboard Cite

The emotional well-being of individuals is largely dependent on the quality of their social relationships, as acknowledged by self-determination theory and the belongingness hypothesis. While the significance of high-quality relationships for teachers has received increasing attention in empirical research, little is known about the impact of social relationships on student teachers' emotions in the practicum, especially from a quantitative perspective and considering multiple relationship qualities simultaneously. Research on this topic is highly topical as emotions have been found to be important drivers both for professional behaviour in the classroom and professionalisation processes in general. Against this backdrop, our study examined how the quality of social relationships between students in class, mentor teachers, and fellow student teachers influences the development of emotional experiences of student teachers in a school practicum. We conducted an online survey with 203 Austrian student teachers studying secondary education, inquiring about their emotional experiences and social relationships before and after their practicum. The results revealed that the quality of relationships with students in class was the most influential factor determining changes in student teachers’ emotional states during their practicum. These findings emphasise the importance of cultivating positive relationships with students in the classroom, especially during the school practicum in teacher education.

show abstract

Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Cited by 8 publications

References 49 publications

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Predicting preschool moral development with school climate: Fuzzy Delphi approach

The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum

Contact Info

Product

Resources

About