Evaluating the Concurrent Validity of the Future Teacher Anxiety Questionnaire

Abstract

Teacher anxiety is a topic of increasing interest due to its impact on classroom dynamics and student learning outcomes. However, there is a lack of research assessing the anxieties and stressors faced specifically by pre‐service teachers. Despite training programmes knowingly being a time of increased stress, the unique demands and pressures experienced by future teachers during their training remain largely understudied, with a lack of self‐report measures existing to assess these experiences. The present study was conducted to evaluate the concurrent validity of the newly developed Future Teacher Anxiety Questionnaire (FTAQ; Mercer et al., 2024) by comparing it with the established Teaching Anxiety Scale (TCHAS; Parsons, 1973). A sample of 224 third‐year student teachers enrolled in the Primary Education Sciences degree course at the University of Palermo were administered both measures. The results demonstrated strong concurrent validity, with a Spearman’s correlation of 𝑟 = .70, p < .001, indicating the FTAQ as a valid tool for assessing teaching anxiety in pre‐service educators. Beyond its validity, the FTAQ offers a practical baseline measure for anxiety research in teacher education, particularly in research incorporating innovative technologies. Given the increasing use of wearable devices to monitor physiological signals, the FTAQ provides a standardised self‐report measure that can be used alongside such biometric data to enhance the understanding of teaching‐related anxiety. These findings support the FTAQ’s potential within future research and practical applications in teacher training, interventions, and the development of technology‐assisted approaches in educational settings.