Classroom Observation Anxiety: A Psychological Perspective on BSED Students’ Teaching Practicum

Abstract

Teaching practicum is a vital component of teacher education. It enables pre-service teachers to apply pedagogical knowledge and develop professional competencies in actual classroom settings. This study examined the levels of classroom observation anxiety, teaching self-efficacy, and teaching practicum performance among Bachelor of Secondary Education (BSED) pre-service teachers in a state university. It also identified differences in these variables by sex and age and examined their relationships. A descriptive-correlational quantitative research design was employed involving 60 pre-service teachers. Data were gathered through standardized questionnaires and teaching demonstration ratings. The findings revealed that the respondents were predominantly female and belonged to the younger age group. The pre-service teachers exhibited a high level of classroom observation anxiety and a high level of teaching self-efficacy across the domains of student engagement, instructional strategies, and classroom management. Despite experiencing high anxiety, they attained a very satisfactory level of teaching practicum performance. No significant differences were found in classroom observation anxiety, teaching self-efficacy, and teaching practicum performance when grouped according to sex and age. However, significant relationships existed among the variables. Classroom observation anxiety was negatively associated with teaching self-efficacy and teaching practicum performance, while teaching self-efficacy was positively associated with teaching practicum performance. The findings underscore the importance of strengthening self-efficacy and reducing anxiety to enhance pre-service teachers’ professional readiness.