The Effect of Teacher Candidates’ Perceptions of Their Initial Teacher Education Program on Teaching Anxiety, Efficacy, and Commitment

Authors

  • Lia M. Daniels University of Alberta
  • David Mandzuk University of Manitoba
  • Raymond P. Perry University of Manitoba
  • Ceri Moore University of Alberta

DOI:

https://doi.org/10.11575/ajer.v57i1.55457

Keywords:

initial teacher education, program review, anxiety, efficacy, commitment to teaching

Abstract

In a novel approach to initial teacher education, we combined a program review perspective and a psychological perspective. First, we assessed the extent to which student teachers (n=137) felt that components of their BEd program prepared them for teaching and whether these components represented meaningful program dimensions. Through content analysis, exploratory factor analysis, and teacher candidates’ own words, five dimensions emerged: classroom dynamics; curriculum, instruction, and assessment; intrapersonal reflection; ethics of teaching; and professional learning community. Second, we tested how each of these dimensions predicted teaching anxiety, efficacy, and commitment. The results from regression analyses showed that ethics of teaching was the most influential dimension by decreasing anxiety and increasing efficacy and commitment. Results are discussed in terms of the effect of initial teacher education program dimensions on the psychosocial development of teacher candidates.

Adoptant une approche novatrice à la formation initiale des enseignants, nous avons combiné une perspective visant l'examen des programmes avec une perspective psychologique. Nous avons d'abord évalué la mesure dans laquelle les stagiaires (n=137) estimaient que  des composantes de leur programme d'études (B.Ed.) les avaient préparés pour l'enseignement et à quel point ces composantes représentaient des dimensions significatives de leurs programmes. Cinq dimensions ont découlé des analyses du contenu, des facteurs exploratoires et des propres paroles des stagiaires : la dynamique en salle de classe; le programme d’étude, l’enseignement et l’évaluation; la réflexion intrapersonnelle; l’éthique et l’enseignement; et les communautés professionnelles d’enseignement. Nous avons ensuite évalué dans quelle mesure chacune de ces dimensions constituait une variable explicative de l’anxiété, l’efficacité et l’engagement en enseignement. Les résultats sont présentés en fonction de l’effet des dimensions du programme de formation initiale des enseignants sur le développement psychosocial des stagiaires.

Author Biographies

Lia M. Daniels, University of Alberta

Lia Daniels is an assistant professor in the Department of Educational Psychology at the University of Alberta. Her research interests focus on the motivation, emotions, and personal and professional development of teachers, preservice teachers, and students.

David Mandzuk, University of Manitoba

David Mandzuk is an associate professor and Associate Dean (Undergraduate Programs) in the Faculty of Education at the University of Manitoba. His research interests include the sociology of education and initial teacher education.

Raymond P. Perry, University of Manitoba

Raymond Perry is a distinguished professor of psychology at the University of Manitoba in the area of social psychology. His research focuses on mastery and learned helplessness in achievement settings.

Ceri Moore, University of Alberta

Ceri Moore is currently an MEd student in counseling psychology at The University of Alberta. Her research and clinical interests include health psychology, self-compassion, nature-based therapy, and the assessment of children and adults. 

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