Language Anxiety as Corollary of Teacher Efficacy: A Quantitative Study among Senior High School Students
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Abstract
This study examined the influence of teacher efficacy on language anxiety among Senior High School (SHS) students. Grounded in Social Cognitive Theory and Self-Determination Theory, the research employed a quantitative, descriptive-correlational design. A total of 70 SHS students participated, selected through stratified random sampling, and responded to validated survey instruments. Descriptive statistics revealed high levels of both teacher efficacy and language anxiety, indicating that while students perceived their teachers as highly competent, they also experienced frequent anxiety in language learning. Correlation analysis revealed a statistically significant moderate positive relationship between teacher efficacy and language anxiety. Regression analysis further showed that teacher efficacy significantly predicted language anxiety. The regression model accounted for 26.4% of the variance in language anxiety. The findings suggest that highly efficacious teachers may inadvertently contribute to increased language anxiety due to heightened expectations or instructional intensity. The study underscores the importance of balancing instructional competence with emotional sensitivity and recommends professional development programs that cultivate both pedagogical confidence and supportive classroom environments.
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