A Systematic Review of Research on Teaching Anxiety

Autor/in	Aydin, Selami
Titel	A Systematic Review of Research on Teaching Anxiety
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 2, S.730-761 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aydin, Selami)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Anxiety; Teaching Methods; Learning Processes; Classroom Techniques; Teacher Characteristics; Student Characteristics; Teaching Experience; Teacher Attitudes; Time Management; Correlation; Research Reports; Affective Behavior; Pedagogical Content Knowledge; Self Efficacy; Educational Environment; Measures (Individuals); Measurement Techniques; Cross Cultural Studies + Suchen Sie Ihr Suchwort? Angst; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Klassenführung; Lehrerverhalten; Zeitmanagement; Korrelation; Research report; Forschungsbericht; Affective disturbance; Active behaviour; Affektive Störung; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Messdaten; Messtechnik; Cultural comparison; Kulturvergleich
Abstract	Teaching anxiety is a significant affective state that may profoundly affect both the learning and teaching processes. However, there is no conclusive evidence regarding the sources and effects of teaching anxiety in an educational context. The study adopted a research design utilizing a systematic review methodology. This systematic review aims to present an overview of the current literature on teaching anxiety and explore the variables related to teaching anxiety in terms of its causes and effects. In the study, 108 papers were reviewed analyzed by listing the journals, searching the research papers, screening, analyzing, and reviewing. The study concluded that teaching anxiety was directly related to affective states, while the relationship between teaching anxiety levels and demographic variables was not clear. Another conclusion was that teaching experience, content knowledge, and instruction effectively decrease the levels of teaching anxiety. The results also showed that teachers' and students' characteristics, teaching strategies, time and classroom management, planning, school climate, and the use of technology had considerable effects on teaching anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01