TEACHING PRACTICE ANXIETY SOURCES AS CORRELATES OF TEACHING PERFORMANCE AMONG STUDENT TEACHERS IN FEDERAL COLLEGES OF EDUCATION IN SOUTHWESTERN NIGERIA

Abstract

The purpose of this study was to investigate the teaching practice anxiety sources as correlates of teaching performance among student teachers in federal colleges of education in Southwestern Nigeria. Descriptive research design of ex-post-facto was used in the study. One thousand four hundred and sixteen (1,416) respondents were selected from student teachers in federal colleges of education in Southwestern Nigeria. The respondents were measured with self developed scales and the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) and Multiple Regression Statistical analysis of (SPSS). Three research Questions were raised and answered in the study. The result showed that teaching performance among student teachers was significantly correlated with teaching confidence (r = .783; p<.05), supervision anxiety (r = .613; p<.05), content mastery (r = .801; p<.05), relating with other student teachers (r = .832; p<.05), relating with students (r = .713; p<.05), classroom control (r = .681; p<.05), lesson preparation (r = .913; p<.05) and lesson presentation (r= .837; p<.05), independent variables when pulled together had significant effect on the teaching productivity among secondary school teachers (R (adjusted) =.617 & R2 (adjusted) =.674) and each of the independent variables made significant contribution to the prediction of teaching performance among student teachers in federal colleges of education. In view of these findings, the study stressed and advocated that the staff and the students prior to the period of teaching practice should be prepared for the task ahead with a good frame of mind and school counselors should intensify