Benue State University, Makurdi

PSYCHO-SOCIAL FACTORS AS PREDICTORS OF TEACHING ANXIETY AMONG ACADEMIC STAFF OF BENUE STATE UNIVERSITY, MAKURDI

Joyce Mcivir Terwase, Iorpav Eric Tahav, Moses Denen Chiahemba
(Department of Psychology, Benue State University, Makurdi, Nigeria +2347062663826, uchoaondoaver@yahoo.com)

Abstract

This study examined psycho-social factors as predictors of teaching anxiety among academic staff of Benue State University, Makurdi. The study consists of 201 lecturers drawn randomly from the eight faculties of the University. The respondents were in the age range of 29-60 years with a mean age of 40 years. Out of this number, 128 (63.7%) were male while 73 (36.3%) were female. Data were collected using Teaching Anxiety Inventory (TAI) and Teacher's Efficacy Scale (TSES). Three hypotheses were tested using independent t-test and regression analysis. Results showed that there was no significant difference between male and female University teachers on teaching anxiety (t(183) = .452, p>.05). There was also a significant influence of work experience of university teachers on 2 teaching anxiety (R=.212 and R =.039; f (1,181) = 8.484 P<.05). There was a significant s influence of self-efficacy of university academic staff on teaching anxiety (= .254 and R = .065, f (1.81) = 12.479, P<.05). It was concluded that gender did not predict teaching anxiety, meanwhile work experience and teacher's self-efficacy predicted teaching anxiety. The result further revealed that gender, work experience and self-efficacy jointly predict teaching anxiety (R=.352 and R 2 =.124, F (3,177) =8.365; P<.001). Therefore, it is recommended that mentorship should be greatly encouraged and adopted in Universities, especially for the post graduate students. This will help to equip young lecturers to come into the University system with advance knowledge on how to teach and interact with students appropriately. This will help to heighten their self-efficacy and add to their years of experience.

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