Teacher anxiety,teacher effectiveness,and student anxiety |
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| Affiliation: | 1. School of Environmental Sciences, University of Guelph, Guelph, Ontario N1G 2W1, Canada;2. Institute of Agriculture and Environment, Massey University, P.B. 11222, Palmerston North 4442, New Zealand;1. The University of Western Australia, School of Social Sciences, M257, 35 Stirling Highway, 6009, Crawley, WA, Australia;2. The University of Western Australia, School of Humanities, M204, 35 Stirling Highway, 6009, Crawley, WA, Australia;1. Population Studies Center, University of Pennsylvania, 3718 Locust Walk, Philadelphia, PA 19104 USA;2. Graduate School of Education, University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA 19104 USA;1. University of Teacher Education, State of Vaud (HEP Vaud), Lausanne, Switzerland;2. Université Claude Bernard Lyon 1 – Université de Lyon, France |
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| Abstract: | The relationships between teacher anxiety while teaching, student anxiety, and student perceptions of teaching effectiveness were examined. The teachers were 19 nurse educators and the students were 72 student nurses in Sydney, Australia. The teachers taught a lesson selected at random and completed a state anxiety questionnaire before the lesson began and, again, after the lesson in terms of how they felt while teaching. After the lesson, the students completed an assessment of the teacher's effectiveness and a questionnaire to record the anxiety levels experienced while being taught. Teacher A-State while teaching was found to be closely related to student perceptions about lesson organization, teacher affect, and teacher confidence. Teacher A-State while teaching was also found to be significantly related to the level of A-State experienced by the students while being taught. |
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