Relationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievement

dc.contributor.authorKamonjo, Florence W.
dc.contributor.authorNyambura, Rose
dc.date.accessioned2023-09-06T11:19:12Z
dc.date.available2023-09-06T11:19:12Z
dc.date.issued2023-03-11
dc.descriptionArticle Journal on Relationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievementen_US
dc.description.abstractTeaching Practice (TP) is an essential and compulsory stage in teachers training, as it gives them a worthwhile opportunity to practice what they have learned during training. It involves real classroom teaching which leads to most students experience anxiety which interferes with their performance. This study was planned to examine the relationship between university student teachers’ anxiety levels towards TP with their self determined learner’s personality and with academic performance in TP. The study involved two Kenyan universities; University of Kabianga and Laikipia University. Study population was 800 student teachers undertaking their TP exercise. A random sample of 105 students were involved. Research design was descriptive-correlational research design while research method was cross-sectional analytical survey. Three tools were used to correct data; The Student Teacher Anxiety Scale (STAS), Teaching Practice Assessment Score Sheet (TPASS) and Eysenck Personality Questionnaire (EPQ). Pearson correlation coefficient, r, was used to test the relationship between student teachers’ anxiety, personal characteristics, and academic achievement. Results indicate that; academic achievement in TP exercise and TP anxiety are high, there is a weak statistically significant negative relationship between TP anxiety and academic achievement and the negative relationship is statistically significant in evaluation and professional preparation anxieties only. Furthermore, there is a statistically insignificant relationship between learner personality and academic achievement in TP.en_US
dc.identifier.citationKamonjo, F. W., & Nyambura, R. (2023). Relationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievement. European Journal of Education and Pedagogy, 4(2), 48-57.en_US
dc.identifier.issn2736-4534
dc.identifier.uri10.24018/ejedu.2023.4.2.484
dc.identifier.urihttp://ir-library.kabianga.ac.ke/handle/123456789/687
dc.language.isoenen_US
dc.publisherEuropean Journal of Education and Pedagogyen_US
dc.subjectAcademic achievementen_US
dc.subjectPersonal characteristicen_US
dc.subjectTeaching practiceen_US
dc.subjectTeaching practice anxiety.en_US
dc.titleRelationships between Pre-service Student Teacher’s Teaching Practice Anxiety, Self-determined Personal Characteristic and Academic Achievementen_US
dc.typeArticleen_US

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