Anxiety and Stress in In-Service Chinese University Teachers of Arts

Autor/inn/en	Liu, Meihua; Yan, Yi
Titel	Anxiety and Stress in In-Service Chinese University Teachers of Arts
Quelle	In: International Journal of Higher Education, 9 (2020) 1, S.237-248 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Anxiety; College Faculty; Art Teachers; Stress Variables; Age Differences; Academic Rank (Professional); Tenure; Predictor Variables; Faculty Workload; Time Management; Collegiality; Professional Recognition; Self Efficacy; Classroom Techniques; Faculty Promotion; China + Suchen Sie Ihr Suchwort? Ausland; Angst; Fakultät; Art teacher; Kunsterzieher; Kunsterzieherin; Age; Difference; Age difference; Altersunterschied; Amtszeit; Beschäftigungsdauer; Prädiktor; Zeitmanagement; Kollegialität; Self-efficacy; Selbstwirksamkeit; Klassenführung
Abstract	As revealed by literature, anxiety and stress are complicated yet serious issues among teachers at all educational levels. Though widely studied, research on them often focuses on pre-service or primary and middle school teachers, with little research on in-service university teachers. It is especially so in China. The present study thus examined anxiety, stress and their relations with demographic variables in in-service university teachers in China. 256 teachers from various universities in China answered the Demographic Questionnaire, the Teaching Anxiety Scale and the Teacher Stress Inventory. Analyses of the data revealed the following main findings: (1) the participants were under great stress, but they were generally not so anxious about teaching, (2) teaching anxiety was generally significantly negatively correlated with age, professional title and years of teaching, while teacher stress was significantly negatively related to professional title, and (3) overall teacher stress, professional title and age were powerful predictors for teaching anxiety, while years of teaching, overall teaching anxiety and its subscales were powerful predictors for teacher stress. Based on these findings, some implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01