PROFESSIONAL GROWTH AND ENGLISH LANGUAGE TEACHING ANXIETY IN PRIMARY AND SECONDARY LEVEL TEACHERS

Abstract

This study was designed to explore the moderating role of professional growth and English language teaching anxiety in primary and secondary level teachers, participants were school teachers from government and private level ages between 20-60 (M=16.23, SD= 5.55). A Simple random sampling strategy was used to select participants and data was collected from the different schools of Lahore, Pakistan. Foreign language teaching anxiety (scale) and professional growth scale were used to assess moderating role of FLTA and professional growth. Results indicated the significant moderating role of professional growth between teaching inexperience. The findings reveal that emotional needs have a significant but negative relationship with pornography cravings. The findings of the study indicate that the interaction between teaching inexperience and education does not have a significant effect on professional growth. Only one subscale of FLTA was correlated with the scales of professional growth.