Pre-service Accounting Teachers’ Teaching Anxiety Related Issues – a Systematic Review

Teaching anxiety among pre-service teachers has been an issue of discourse which attracted several academicians. Several studies have been conducted to identify the factors, events, and circumstances that lead to teaching anxiety among pre-service teachers vis-à-vis appropriate remedies to lessen its effect. This study aimed to amalgamate the findings of several studies on the phenomenon. To do this, the researcher employed a systematic review approach to uncover 149 related articles. Using the appropriate inclusion/exclusion criteria as well as the screening and selection framework, the articles were reduced to 110. Demographic characteristics (author, date, and title), including the findings of the 110 articles, were extracted for the review. The methods employed by the studies used in the review are also included. It was revealed, among others, that factors such as evaluation/assessment/supervision of pre-service teachers, classroom management and control-related issues, low confidence level vis-à-vis self-efficacy, and subject difficulty trigger teaching anxiety among pre-service accounting teachers. Furthermore, females were observed to experience higher teaching anxiety than their male counterparts. Empirical remedies discovered to lessen the teaching anxiety among pre-service accounting teachers were suitable teaching practice programs, increasing pre-service teachers’ self-efficacy and confidence level, dealing with disruptive students, reformed-based strategies, and adapting suitable teaching structures. It was recommended that other comprehensive and suitable approaches can be empirically developed to alleviate all forms of teaching anxiety encountered by pre-service teachers, and educational institutions, especially teacher training institutions, should adopt the already empirically proven teaching anxiety remedies in their educational programs.