The Effect of Spatial Self-Efficacy and Anxiety on Preservice Geography Teachers’ Teaching Dispositions

Abstract

Spatial thinking refers to basic skills in geography teaching, which enables students to understand spatial relationships, analyze geographical information, and develop a holistic understanding of the world. Teacher dispositions play a critical role in helping students acquire these skills. Despite their importance, our knowledge about teachers' dispositions to teach spatial thinking is quite limited. This research aimed to examine the effect of preservice geography teachers’ spatial self-efficacy and spatial anxiety on their dispositions to teach spatial thinking. It was conducted using a descriptive survey research design. The sample consisted of 585 students studying geography at state universities in Türkiye. The data were collected using the Spatial Ability Self-Report Scale, the Teaching Spatial Thinking through Geography Disposition Inventory, and the Spatial Anxiety Scale. The data were analyzed using the Pearson correlation and structural equation modeling. The analysis results yielded a significant positive correlation between spatial self-efficacy and dispositions to teach spatial thinking. As preservice teachers’ spatial self-efficacy increased, their dispositions to teach spatial thinking also increased. There was also a negative correlation between spatial anxiety and dispositions to teach spatial thinking. When preservice teachers’ spatial anxiety increased, their dispositions to teach spatial topics decreased. These results showed that spatial self-efficacy and spatial anxiety play an important role in preservice geography teachers' dispositions to teach spatial thinking. Accordingly, training programs and experimental work aimed at increasing spatial self-efficacy and reducing spatial anxiety would help improve preservice teachers’ dispositions to teach spatial thinking.