Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy

Abstract

This study examined the relationships among Chinese pre-university teachers' foreign language anxiety, teaching anxiety and teacher self-efficacy. The participants were 210 Chinese primary and secondary English teachers who completed a battery of questionnaires. The results showed that: (a) the participants reported low to moderate levels of foreign language anxiety and teaching anxiety, as well as a high level of self-efficacy; (b) foreign language anxiety directly and negatively predicted the participants' self-efficacy; (c) foreign language anxiety was a positive predictor of teaching anxiety; (d) teaching anxiety mediated the link between foreign language anxiety and self-efficacy. This study highlights the importance of addressing language teachers' foreign language anxiety and teaching anxiety, and provides insights into enhancing teachers' self-efficacy.