Writing Teacher Anxiety- A Pilot Study

Although previous studies have clarified the general characteristics and manifestationsof teaching anxiety and established the need for more effectiveteacher preparation programs most do not reflect the practices or concernsof college-level writing instructors or indicate how or why they experienceanxiety. This study therefore examines how the rhetorical and situationalelements of writing instruction contribute to teaching anxiety and to whatextent composition instructors attempt to resolve or minimize the effects ofpotential triggers and symptoms thereby addressing these questions: -Whatwork-related factors trigger teaching anxiety? -What personal characteristicspredispose some composition instructors to anxiety? -How do compositioninstructors respond to and/or cope with bouts of anxiety? -Finally how mightfaculty mentoring programs (such as teaching groups) be used to bothidentify and alleviate factors that cause or exacerbate anxiety? This book isdirected towards new and experienced composition instructors (includinggraduate teaching assistants) writing program administrators and researchersin Composition Studies and Rhetoric.