The investigating the relationship between teaching self-efficacy beliefs and academic anxiety in high school students (Case study: Physics teachers in Dhi Qar province, Iraq)

Saheb, Shorouq Reisan; Rahimi, Hamid

doi:10.48310/itt.2026.21710.1251

The investigating the relationship between teaching self-efficacy beliefs and academic anxiety in high school students (Case study: Physics teachers in Dhi Qar province, Iraq)

Document Type : Original Research

Authors

Department of Education, School of Humanity, University of Kashan, Kashan, Iran

10.48310/itt.2026.21710.1251

Abstract

Background & Purpose: Teachers, especially in basic subjects such as physics, not only transmit specialized knowledge, but also influence students' attitudes, motivations, and learning skills. One of the key factors influencing teachers' educational variables is teachers' teaching self-efficacy beliefs. Therefore, the present study aimed to investigate the relationship between teaching self-efficacy beliefs and academic anxiety of secondary school students (case study: physics teachers in Dhi Qar province, Iraq). Method: The research method was descriptive-correlational and the research population included all physics teachers 250 that based on Morgan’s table, the sample size was determined to be 169 participants. The data collection tools included standard questionnaires for teachers' teaching self-efficacy beliefs and students' academic anxiety. The reliability of the tools was obtained using Cronbach's alpha of 0.97 for teaching self-efficacy beliefs and 0.955 for academic anxiety. Also, the convergent, divergent & construct validity of the questionnaires were confirmed. Results: The results showed that teachers' teaching self-efficacy beliefs were at an average level and students' academic anxiety levels were above average. Path analysis also showed that higher teachers' teaching self-efficacy beliefs were associated with a significant reduction in students' academic anxiety (Beta=-0.564, P=0.000). Conclusion: The findings suggest that, despite teachers’ moderate perception of their teaching efficiency, students experience significantly higher academic anxiety, which may related to learning quality. Accordingly, the study recommends implementing teacher-training programs, enhancing teaching methods, and applying psychological interventions to reduce students’ anxiety.

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