Teaching Anxiety, Teaching Self-Efficacy and Teacher Support as Predictors of Classroom Performance of Pre-service Teachers

Abstract

This study aims to determine whether teaching anxiety, teaching self-efficacy, and teacher support predict the classroom performance of pre-service teachers. It utilized a non-experimental quantitative design, employing a descriptive-correlational approach. The Complete Enumeration Sampling Method was used, obtaining 325 pre-service teachers as respondents. Data were collected through questionnaires administered via survey and analyzed using mean, standard deviation, Pearson r, and multiple regression analysis to examine the relationships among variables. The findings reveal that pre-service teachers experience moderate level of teaching anxiety, while Teaching Self-Efficacy shows a high descriptive level. Teacher Support and Teaching Demonstration Performance were rated at a very high descriptive level. Furthermore, the Teaching Self-Efficacy and Teacher Support are significantly correlated but Teaching Anxiety is not. While, the Teaching Self-Efficacy and Teacher Support significantly influence the Teaching Demonstration Performance but Teaching Anxiety does not. Nevertheless, the combined degree of influence of the predictors (35%) significantly influence the criterion variables. Based on the results, it was concluded that Teaching Self-efficacy and Teacher Support are significant predictors of Teaching Demonstration Performance of pre-service teachers but Teaching Anxiety was not found as a significant predictor.