Date
7-2019
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Araceli Montoya
Keywords
Pre-service Training, Self-efficacy, Teacher Anxiety
Disciplines
Education | Teacher Education and Professional Development
Recommended Citation
Miller, Lamarcia J., "Elementary Pre-Service Teacher Preparedness in Literacy and Mathematics as it Relates to Anxiety and Self-Efficacy" (2019). Doctoral Dissertations and Projects. 2128.
https://digitalcommons.liberty.edu/doctoral/2128
Abstract
This study attempted to determine if there is a significant relationship between pre-service teacher preparedness in literacy and mathematics and the levels of anxiety and self-efficacy felt by the pre-service teachers. The research questions are as follows: Is there a significant correlation between the number of college course hours a per-service teacher has taken in literacy and that teacher's teaching anxiety? Is there a significant correlation between the number of college course hours a pre-service teacher has taken in mathematics and that teacher's teaching anxiety? Is there a significant correlation between the anxiety level the pre-service teacher feels in literacy and that teacher's teaching self-efficacy? Is there a significant correlation between the anxiety level the pre-service teacher feels in mathematics and that teacher's teaching self-efficacy? A correlational study design was utilized to determine the correlation between the number of course hours taken by a pre-service teacher in reading and mathematics and the level of anxiety and self-efficacy felt by the pre-service teacher. Students at four universities completed the Student Teaching Anxiety Scale, the Reading Teaching Efficacy Instrument, the Mathematics Teaching Efficacy Beliefs Instrument, and one short demographic survey that asks participants demographic information and the number of course hours that were included in literacy and in mathematics. The sample size was 68 pre-service teachers from four universities. Data were analyzed and statistical tests were performed using SPSS. Spearman Correlation coefficients were calculated in order to analyze research questions 1-4. Results showed that while there was no significant relationship between the number of course hours pre-service teachers completed in either literacy or mathematics, there was a significant relationship between teaching anxiety and the teachers' feelings of self-efficacy in both literacy and mathematics.
