Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 9 (2025)

Assessing Teaching Interns' Anxiety and Self?Efficacy Following the COVID?19 Pandemic

Ernesto A. Gutierrez Jr

Discipline: Teacher Training

 

Abstract:

The COVID-19 pandemic imposed unprecedented disruptions in edu-cational systems, significantly affecting the practicum experiences of teaching interns. This study examined the post-pandemic levels of teaching anxiety and teaching self-efficacy among pre-service teach-ers at Cavite State University Naic. Utilizing a descriptive-correlational research design, data were collected from 92 Bachelor of Elementary and Secondary Education interns through the Teaching Anxiety Scale (TAS) and Teaching Self-Efficacy Scale (TSES). Results indicated that respondents exhibited generally high levels of teaching self-efficacy, particularly in classroom management and instructional strategies, despite reporting moderate and varied levels of teaching anxiety. A weak yet statistically significant positive correlation (r = 0.292, p < 0.01) was found between self-efficacy and teaching anxiety. Regres-sion analysis further revealed that teaching anxiety significantly pre-dicted teaching self-efficacy (B = 0.254, p = 0.014). These findings highlight the need for structured interventions—including mentor-ship, stress management, and technology training—to support the psychological and pedagogical preparedness of future educators.



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