Teaching Anxiety among Universiti Teknologi Malaysia (UTM) TESL Pre-Service Teachers during Teaching Practicum

Abstract

Apprehension, commonly known as anxiety, refers to the feeling of worry or fear, which can lead to stressful conditions that may have a significant impact. This study explores the teaching anxiety experienced by TESL pre-service teachers during their teaching practicum experience. This research also intends to investigate the factors, effects and coping mechanisms used by the respondents throughout their teaching training practice, particularly during formal observation and their experiences during the practicum phase. A mixed-method research approach was employed to carry out the study among 50 final-year TESL UTM students who had undergone teaching training and participated in this study. The data were collected through a set of questionnaires and semi-structured interviews. Data were analysed using SPSS 24 and thematic analysis. Findings reveal that most respondents experienced moderate apprehension during their teaching practicum phase. Some influencing factors of teaching anxiety include fear of evaluation and classroom management. Effects of teaching anxiety include inability to concentrate and burnout. Other than that, the coping mechanisms applied by most respondents were emotional regulation strategies. Correspondingly, this research is significant as it creates awareness about teaching anxiety among pre-service teachers. This research is hopeful that suitable courses and policies are designed to help future TESL pre-service teachers during their teaching practicum.