Symptoms, Determinants and Coping Strategies: A Qualitative Study of Test Anxiety among Pre-service Teachers

Abstract

Aims: This study aimed to explore the lived experiences of test anxiety among pre-service teachers, considering its broader implications for Sustainable Development Goal (SDG) 4. It investigated the manifestations, determinants, and coping mechanisms associated with test anxiety in this population of future educators who undergo critical evaluations that shape their professional abilities. Study Design: The study employed qualitative research design, utilizing a phenomenological approach to understanding the lived experiences and perceptions of test anxiety within their teacher training programs.    Place and Duration of Study: The study was conducted within a higher education institution in the Philippines. Data collection occurred during the academic year 2024-2025. Methodology: Data was gathered through semi-structured interviews and focus group discussions with 15 participants, strategically selected through purposive sampling.  Thematic analysis, following a six-step framework, was used to interpret the collected data and identify key themes related to test anxiety.    Results: The results indicated that test anxiety is a prevalent challenge for these future educators, significantly impacting their physical, emotional, and cognitive well-being.  Several academic situations were identified as triggers, including major exams, teaching practicums, and the anticipation of difficult questions.  Key determinants of this anxiety were found to be factors such as fear of failure, self-doubt, and pressure from peers and professors. Implementing mindfulness techniques, structured study plans, and peer support systems can help mitigate these stressors, fostering a more confident and prepared mindset among students.   Conclusion: The study concluded that test anxiety presents a significant challenge for pre-service teachers, with various academic situations and psychological factors acting as determinants. Addressing test anxiety is crucial for the well-being of future educators, the quality of teacher training, and achieving SDG 4.