Relationships between Teachers' Academic and Personality Attributes and Changes in Teaching Anxiety during Training and Early Teaching.

Autor/inn/en	Pigge, Fred L.; Marso, Ronald N.
Titel	Relationships between Teachers' Academic and Personality Attributes and Changes in Teaching Anxiety during Training and Early Teaching.
Quelle	(1991), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Ability; Anxiety; Beginning Teachers; Elementary Secondary Education; Higher Education; Individual Development; Locus of Control; Longitudinal Studies; Personality Traits; Program Attitudes; Socialization; Student Teachers; Teacher Attitudes; Teaching Experience + Suchen Sie Ihr Suchwort? Angst; Junior teacher; Junglehrer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Socialisation; Sozialisation; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten
Abstract	The purpose of this longitudinal study was to ascertain whether or not prospective teachers' anxiety about teaching decreased through teacher training and the first year of teaching in accord with teacher development theory and whether or not longitudinal changes in anxiety about teaching were associated with selected academic ability and personal attributes of the teachers. A longitudinal sample of 63 subjects completed a measure of teaching anxiety upon commencement of their teacher training, after student teaching, and near the completion of their first year of full-time teaching. One- and two-factor repeated measures ANOVA procedures revealed that teaching anxiety decreased during teacher training and was related to the teachers' basic academic skills level, grades earned in education, locus of control orientation, and perceptions of the quality of their university training. The teachers with more anxiety about teaching evaluated the quality of their university training less positively than did those with less teaching anxiety; less academically able teachers expressed more anxiety about teaching at the beginning of teacher training than did the more academically able; and teachers with an internal as compared to an external locus of control expressed less anxiety about teaching during training and comparatively even less at the end of their first year of teaching. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01