THE SURVEY OF INSTRUCTORS/PROFESSORS’ ANXIETY LEVEL IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL) COURSES AMONG BA, MA AND PHD COURSES IN KHUZESTAN PROVINCE

This study investigated the level of BA, MA, and PhD high school and university teachers and its correlation with the quality of teaching English as a foreign language (EFL). The sample included the 100 teachers in governmental and non-governmental high schools and universities. The level of teachers’ anxiety was measured by a researcher-made questionnaire. The reliability and validity of the questionnaire were met via test-retest reliability method and concurrent validity. The questionnaire items focused on the role of factors that cause the teachers’ anxiety such as job problems, promotion, academic and family issues. The participants were selected based on cluster random sampling method. The factors affected the teachers’ anxiety were calculated through regression analysis and One-way ANOVA. The post hoc Scheffe test was used to determine the effect of the mean groups. Results showed that the main factors which affected the research sample was job problems first and then academic issues, promotion, and finally family issues. There was a significant difference between governmental and non-governmental teachers since the former considered academic issues first factor as a caused anxiety factor. The implication of this study could be useful to decrease the teachers’ anxiety level that affects the appraisal of their teaching career.