Imlimenla N Longkumer and Hovisuto Khieya
Nagaland University, Kohima
Pages:109-117
The prevalence of academic anxiety among students is a pressing concern undermining
their academic success and emotional health. Investigating the role of teachers’ attitude
towards their profession with students’ academic anxiety is a critical step to
understanding the contributing factors to academic success among students. This
study investigated the relationship between teachers’ attitude towards their profession
and student’s academic anxiety in the district of Mokokchung, Nagaland, involving 385
students and 77 teachers. This study also explored differences based on gender,
geographical setting (rural/urban), and school type (private/government) on students’
academic anxiety as well as teacher’s attitude towards their profession. Results
indicated that, while 92.2% of teachers demonstrated favourable attitudes toward their
profession, 53% of students exhibited significant levels of anxiety. A significant difference
based on gender was found on student’s academic anxiety, however, no significant
gender differences was found for teacher’s professional attitudes. An interesting finding
of the study was that, teachers in urban settings had more favourable attitudes towards
their profession compared with their rural counterpart, however, students’ anxiety
remained consistent across these geographical settings. No significant difference was
found based on school type for either students’ academic anxiety nor teachers’ attitude
towards their profession. More importantly teachers’ attitude was found to be
uncorrelated with students’ anxiety, which was inconsistent with other studies. In the
context of Nagaland, the non-significant correlation between teachers’ professional
attitude and students’ academic anxiety is not merely a statistical outcome but may
be a reflection of deeper educational realities.