Evaluating the Concurrent Validity of the Future Teacher Anxiety Questionnaire

Abstract

Teacher anxiety is a topic of increasing interest due to its impact on classroom dynamics and student learning outcomes. However, there is a lack of research assessing the anxieties and stressors faced specifically by pre-service teachers. Despite training programmes knowingly being a time of increased stress, the unique demands and pressures experienced by future teachers during their training remain largely understudied, with a lack of self-report measures existing to assess these experiences. The present study was conducted to evaluate the concurrent validity of the newly developed Future Teacher Anxiety Questionnaire (FTAQ; XXXX) by comparing it with the established Teaching Anxiety Scale (TCHAS; Parsons, 1973). A sample of 224 third-year student teachers enrolled in the Primary Education Sciences degree course at the University of Palermo were administered both measures. The results demonstrated strong concurrent validity, with a Spearman's correlation of r = .70, p < .001, indicating the FTAQ as a valid tool for assessing teacher anxiety in pre-service teachers. Beyond its validity, the FTAQ offers a practical baseline measure for anxiety research in teacher education, particularly in research incorporating innovative technologies. Given the increasing use of wearable devices to monitor physiological signals, the FTAQ provides a standardised self-report measure that can be used alongside biometric data to enhance the understanding of teaching-related anxiety. These findings support the FTAQ's potential within future research and practical applications in teacher training, interventions, and the development of technology-assisted approaches in educational settings.