Attitudes Toward Teaching Science and Self-Efficacy as Predictors of Science Teaching Anxiety Among Preservice Teachers

The sudden shift of teaching modality from traditional face-to-face instruction to flexible learning modality brought by Covid-19 pandemic had caused problems in the teaching-learning process like teaching anxiety. These may result in weak performance in teaching preparation programs and in future classrooms, as well as poor learning of teaching techniques and scientific knowledge, aversion to teaching science, and unfavorable student outcomes. This quantitative study aimed to determine if the attitudes toward teaching science and self-efficacy predict the science teaching anxiety among preservice teachers. The regression analysis technique was used to identify the level of association between the two independent variables and a dependent variable. Both attitudes toward teaching science and self-efficacy have significant relationship to science teaching anxiety. Moreover, attitudes toward teaching science among preservice teachers was found to be a predictor of science teaching anxiety. The results will benefit preservice teachers because the study’s findings could serve as the foundation for intervention plans and programs to lessen the level of science teaching anxiety among preservice teachers.