Anxiety and Teachers-In-Training Performance During Teaching Practice Exercise at Obafemi Awolowo University

This study examined the anxiety exhibited by teachers-in-training during teaching practice exercise. The descriptive survey research design was adopted for the study and simple random sampling technique was used to select 300 students from 200 and 300 levels at the Faculty of Education, Obafemi Awolowo University. Two instruments were used for data collection were the Teachers-in-Training Assessment Scale (TITAS) for teachers-in-training anxiety and the Teaching Practice Assessment Ratings Scale (TPARS) was used to collect data on their performance. Three hypotheses were formulated and tested. The result revealed that there is a significant negative relationship between teachers-in-training anxiety and lesson note preparation and a significant positive relationship between teachers-in-training anxiety and performance in class management. Based on the findings, it was recommended that teachers-in- training should prepare before the class by writing their lesson notes ahead of the class. Teachers-in- training should be trained in with the pedagogical skills of managing small, large, noisy and quiet classes so as to apply it appropriately as the situation demands. Teachers-in-training should also establish a good relationship with other teachers in the school by interacting in a friendly manner with one another.

Keywords: Anxiety, Teachers-in-Training, Performance, Teaching Practice, Lesson Notes, Class Management and interaction with Staff