Prospective Teachers’ Anxiety during Teaching Practice in Public and Private Schools
Abstract
Teacher Education is a platform of strengthening and raising the standard of educational system. Teaching Practice is essential component of Teacher Education program, providing opportunity of putting theoretical knowledge into action. Teaching practice provides valuable opportunities for professional growth, and it can also be a significant source of anxiety and stress for many prospective teachers. The patterns of anxiety may differ with the varied administrative structure of the schools. This study aims to explore the male and female prospective teachers’ anxiety during teaching practice in public and private schools. The study focused objectives of exploring the anxiety of male and female prospective teachers at the initial, during and at the end stage of teaching practice in placed in public and private sector schools. For this study descriptive survey research, repeated measures design was used for the longitudinal research. Census sampling technique was used to select the 207 prospective teachers who participated in the Teaching Practice in Semester Fall-2023 at the Institute of Education, University of Sargodha. Prospective-Teachers Anxiety Scale (PTAS) was utilized to quantify student teacher anxiety connected to teaching practice. To analyze the hypotheses of the study, the Independent samples t-test was used. The study found that, the female prospective teachers consistently experienced higher anxiety across all stages of teaching practice, Prospective teachers placed in private schools experienced higher anxiety during the initial and mid-stages of teaching practice as compared to the public schools. It is recommended that for reducing the anxiety of prospective teachers regarding their professionalism and emotional support, the university supervisor may arrange visits to the school at the initial stage and mid stage by scaffolding during teaching practice.
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