Open AccessPersonality Effects on Teaching Anxiety and Teaching Strategies in University Professors
Author(s) -
Michael Houlihan,
Ian Fraser,
Kimberley D. Fenwick,
Thomas A. Fish,
Christin Moeller
Publication year - 1969
Publication title -
canadian journal of higher education
Language(s) - English
Resource type - Journals
eISSN - 2293-6602
pISSN - 0316-1218
DOI - 10.47678/cjhe.v39i1.494
Subject(s) - neuroticism , anxiety , psychology , personality , extraversion and introversion , coping (psychology) , clinical psychology , population , big five personality traits , social psychology , psychiatry , medicine , environmental health
Teaching anxiety is prevalent among professors. However, there is little research examining the relationship between personality and teaching anxiety in this population. The current study examines how different types of in-class behaviour are related to teaching anxiety and personality. Higher neuroticism and lower extraversion are related to higher levels of teaching anxiety. Professors with high neuroticism employ in-class strategies such as student-to-student discussion and group work, which may help to diminish the levels of anxiety by diverting attention away from the instructor. Personality is an important factor to consider when examining the relationship between teaching anxiety and specific strategies used within the classroom. In particular, understanding the role of personality characteristics would allow the professor to adjust coping strategies that may be important to circumventing or minimizing anxiety-provoking situations that may arise.