Assessing Preservice Teachers’ Teaching Self-Efficacy and Anxiety: A Structural Equation Modeling Approach


  • Prince Yeboah Asare
  • Cosmas Cobbold


anxiety, confidence, practicum, preservice teacher, self-efficacy, teaching


The study examined preservice management teachers’ teaching self-efficacy and anxiety about teaching practicum. The correlation design was employed for the study. Through the census survey, the study recruited 120 preservice teachers. The Teacher Sense of Efficacy Scale and Student Teacher Anxiety Scale, validated through Confirmatory Factor Analysis were used to gather data on preservice teachers’ teaching self-efficacy and anxiety respectively. Structural Equation Modeling through Smart-Partial Least Squares path modeling algorithm was used to analyse the data. Results showed that preservice teachers’ teaching self-efficacy had a significant negative influence on their teaching anxiety. The implication is that teacher educators should focus on increasing preservice teachers’ teaching self-efficacy by enhancing their mastery of content and pedagogical knowledge to meet their learning and target needs. Teacher educators can give enough opportunities to preservice teachers to practise teaching during the coursework of the teacher education programme to reduce their teaching anxiety before the start of teaching practicum. This will help to assess their true teaching performance for certification.