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ERIC Number: EJ849732
Record Type: Journal
Publication Date: 2009-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0316-1218
Personality Effects on Teaching Anxiety and Teaching Strategies in University Professors
Houlihan, Michael; Fraser, Ian; Fenwick, Kimberley D.; Fish, Tom; Moeller, Christin
Canadian Journal of Higher Education, v39 n1 p61-72 Mar 2009
Teaching anxiety is prevalent among professors. However, there is little research examining the relationship between personality and teaching anxiety in this population. The current study examines how different types of in-class behaviour are related to teaching anxiety and personality. Higher neuroticism and lower extraversion are related to higher levels of teaching anxiety. Professors with high neuroticism employ in-class strategies such as student-to-student discussion and group work, which may help to diminish the levels of anxiety by diverting attention away from the instructor. Personality is an important factor to consider when examining the relationship between teaching anxiety and specific strategies used within the classroom. In particular, understanding the role of personality characteristics would allow the professor to adjust coping strategies that may be important to circumventing or minimizing anxiety-provoking situations that may arise. (Contains 3 tables.)
Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Eysenck Personality Inventory; Beck Anxiety Inventory