The effect of teacher candidates' perceptions of their initial teacher education program on teaching anxiety, efficacy, and commitment

Abstract

In a novel approach to initial teacher education, we combined a program review perspective and a psychological perspective. First, we assessed the extent to which student teachers (n=137) felt that components of their BEd program prepared them for teaching and whether these components represented meaningful program dimensions. Through content analysis, exploratory factor analysis, and teacher candidates' own words, five dimensions emerged: classroom dynamics; curriculum, instruction, and assessment; intrapersonal reflection; ethics of teaching; and professional learning community. Second, we tested how each of these dimensions predicted teaching anxiety, efficacy, and commitment. The results from regression analyses showed that ethics of teaching was the most influential dimension by decreasing anxiety and increasing efficacy and commitment. Results are discussed in terms of the effect of initial teacher education program dimensions on the psychosocial development of teacher candidates. © 2011 The Governors of the University of Alberta.