Teaching Anxiety Scale – TCHAS

I feel calm and collected when I think about holding parent-teacher conferences.

If I have trouble answering a student's question I find it difficult to concentrate on questions that follow.

I feel uncomfortable when I speak before a group.

I feel calm when I am preparing lessons.

I'm worried whether I can be a good teacher.

I feel sure I will find teaching a satisfying profession.

I would feel calm and collected if a student's parent observed in my classroom.

I feel inferior to other preservice teachers in my teacher preparation program.

I feel that students will follow my instructions.

I feel secure with regard to my ability to keep a class under control.

I'm less happy teaching than I thought I'd be.

I feel nervous when I am being observed by my college supervisor.

I feel confident about my ability to improvise in the classroom.

I feel other teachers think I'm very competent.

I feel panicky when a student asks me a question I can't answer.

I feel anxious because I don't know yet whether I really want to be a teacher.

I feel better prepared for teaching than other preservice teachers in my teacher preparation program.

Lack of rapport with my students is one of my biggest worries.

I would feel anxious if the principal informed me he was coming to my class to observe.

I find it easy to speak up in the staff room.

I worry about being able to keep the students interested in what I teach them.

I find it easy to admit to the class that I don't know the answer to a question a student asks.

Deciding how to present information in the classroom makes me feel uncertain.

I feel I will have good recall of the things I know when I am in front of the class.

I feel I am as competent in the classroom as other preservice teachers in my teacher preparation program.

I'm concerned about how to use my testing of students as a useful indication of how effectively I'm teaching them.

I'm worried that differences in background between my students and me prevent me from teaching effectively.

I am certain that my own personal "hang-ups" do not hinder my teaching effectiveness.

I'm uncertain whether I can tell the difference between really seriously disturbed students and those who are merely "goofing off" in class.