Teachers^ Anxiety in Science Learning: A Cross-Sectional Study of Indonesian Science Teachers Amaira Utami(a*), Ai Nurlaelasari Rusmana(b), Hanna Nurul Husna(c), Riana Nurismawati(d), Putra Habib Dhitareka(e)
(a, b, c, d, e) Department of Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia
*amairautami[at]upi.edu
Abstract
Teachers play an important role in developing students^ practical skills and cognitive development. However, conditions such as high workloads, difficulty in understanding the subject matter, and other external factors can trigger teaching anxiety, especially in science-related subjects, which are often considered difficult. This study aims to analyze how different career stages and school types influence teaching anxiety among 1,483 science teachers from 35 provinces in Indonesia. Teachers^ anxiety level was assessed comprising 18 items covering three dimensions, namely self-doubtedness, discomfotness, and conceptual strain. A cross-sectional survey was employed, and teachers^ response styles to teaching anxiety items were analyzed. Further, a two-way analysis of variance (ANOVA) was conducted to investigate the effects of science teachers^ career stages and school types on science teaching anxiety levels, along with an independent sample t-test to capture specific differences between the two variables. The result revealed that teachers^ response style toward teaching anxiety items shares similar responses between the three career stages. Moreover, the results suggest that the self-doubt dimension is not influenced by teachers^ career stages, while the other variables are affected by science teachers^ career stages and school types. All in all, this study captures Indonesian science teachers^ teaching anxiety, which is affected by several factors.
Keywords: Indonesian Science Teacher, Science Education, Teaching Anxiety
