Pre-service Accounting Teachers’ Teaching Anxiety Related Issues – a Systematic Review

Pre-service Accounting Teachers’ Teaching Anxiety Related Issues – a Systematic Review | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Pre-service Accounting Teachers’ Teaching Anxiety Related Issues – a Systematic Review Albert Ntem This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6181213/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 13 You are reading this latest preprint version Abstract Teaching anxiety among pre-service teachers has been an issue of discourse which attracted several academicians. Several studies have been conducted to identify the factors, events, and circumstances that lead to teaching anxiety among pre-service teachers vis-à-vis appropriate remedies to lessen its effect. This study aimed to amalgamate the findings of several studies on the phenomenon. To do this, the researcher employed a systematic review approach to uncover 149 related articles. Using the appropriate inclusion/exclusion criteria as well as the screening and selection framework, the articles were reduced to 110. Demographic characteristics (author, date, and title), including the findings of the 110 articles, were extracted for the review. The methods employed by the studies used in the review are also included. It was revealed, among others, that factors such as evaluation/assessment/supervision of pre-service teachers, classroom management and control-related issues, low confidence level vis-à-vis self-efficacy, and subject difficulty trigger teaching anxiety among pre-service accounting teachers. Furthermore, females were observed to experience higher teaching anxiety than their male counterparts. Empirical remedies discovered to lessen the teaching anxiety among pre-service accounting teachers were suitable teaching practice programs, increasing pre-service teachers’ self-efficacy and confidence level, dealing with disruptive students, reformed-based strategies, and adapting suitable teaching structures. It was recommended that other comprehensive and suitable approaches can be empirically developed to alleviate all forms of teaching anxiety encountered by pre-service teachers, and educational institutions, especially teacher training institutions, should adopt the already empirically proven teaching anxiety remedies in their educational programs. Pre-service Teachers Accounting Education and Teaching Anxiety Figures Figure 1 Figure 2 Figure 3 Figure 4 Introduction Teacher education is designed to develop teachers’ abilities and capacities in executing the teaching and learning processes while ensuring a conducive learning vicinity (Loughran, 2014 ). In addition to developing the abilities and capacities of teachers, Asare ( 2021 ) indicated that teachers are expected to be efficacious regarding classroom management, instructional delivery, and student engagement. Teacher education is also expected to increase the confidence level of students through the development of their pedagogical content knowledge, which will enable teachers to exhibit low anxiety during the instructional process (Mizala et al., 2015 ). It has been emphasised that teachers should be developed in a manner in which they will be abreast with 21st-century skills and problem-solving abilities. Angeli and Valanides ( 2014 ) and Niess ( 2014 ) asserted that teacher education should focus on developing the technological pedagogical content knowledge of teachers due to the rapid modernisation and globalisation coupled with technological development. When teachers receive this holistic training and development, it enhances their self-efficacy while contributing to low anxiety during the teaching and learning processes. The profession of teaching has its own set of difficulties and obligations (Mockler & Groundwater-Smith, 2015 ). Pre-service teachers or those pursuing certification as teachers but not yet beginning their careers in the classroom, experience a special mix of excitement and worry as they get ready to start their professions (Eren & Çetin, 2019 ). The area of pre-service accounting teachers is where this fear is most noticeable. The development of future professionals who will make contributions to the fields of finance, business, and commerce depends in large part on their education in accounting (Lawson et al., 2015 ). The future workforce of accountants and financial professionals will need the information, skills, and attitudes that pre-service accounting teachers will help their students acquire. However, the journey to becoming a skilled and confident accounting educator is not without its challenges. One of these challenges concerns their anxiety about the teaching and learning process. One of the primary sources of anxiety for pre-service accounting teachers is the transition from being students themselves to becoming educators (Merç, 2016 ). The shift from absorbing knowledge to imparting it requires a profound shift in mindset, teaching techniques, and classroom management strategies. Teachers’ anxiety is a crucial factor that determines the teacher's effectiveness. Teacher anxiety refers to the experience of stress, worry, and apprehension that teachers may feel in relation to their roles and responsibilities in the classroom and educational environment (Alrabai, 2015 ). Teacher education plays a role in ensuring a low level of anxiety in teachers about the teaching and learning process. Pre-service teachers are highly anxious about the teaching practicum, as asserted by the plethora of studies (Agustiana, 2014 ; Akinsola, 2014 ; Han & Tulgar, 2019 ; Pasaribu & Harendita, 2018 ; Tufuor Kwarteng, 2018 ). However, Merç ( 2016 ) explicitly indicated that pre-service teachers are moderately anxious about teaching practicum. This study is necessary given the increasing attention on pre-service teachers' instructional anxiety and its impact on their teaching effectiveness. Teacher education programs are designed to equip future educators with pedagogical skills, classroom management strategies, and student engagement techniques to ensure a smooth transition into professional teaching (Loughran, 2014 ). However, despite these preparations, anxiety remains a persistent challenge, particularly for pre-service accounting teachers who must balance subject mastery with effective instructional delivery (Asare, 2021 ). Consequently, a systematic review of the existing literature is warranted to identify progressions in the field and uncover areas where further research is needed. Study Contributions This systematic review, which focuses on pre-service accounting teachers’ anxiety about how they will deliver their lessons, is a noteworthy addition to the existing body of literature exploring various facets of instructional anxiety among educators. While previous studies have made strides in understanding this phenomenon, they often remained limited in their scope, focusing on individual aspects, and lacking a comprehensive overview. This study steps in to bridge these gaps, offering a more holistic view that not only acknowledges the contributions of prior research but also converges their findings into a unified framework. In the realm of practice, the study serves as a consolidation of insights from numerous related works, presenting a comprehensive picture of how anxiety levels during instructional delivery have evolved over the past two decades and can be reduced by teacher training institutions. The theoretical contributions of this review are evident in its synthesis of various studies that have explored specific issues and triggers contributing to heightened anxiety among pre-service accounting teachers. By converging these findings, the study fosters the development of a more robust theoretical framework that integrates various elements into a cohesive narrative. Problem Statement Pre-service accounting teachers are expected to develop the confidence and instructional skills necessary for effective teaching before transitioning into full-time classroom roles (Kasimatis et al., 2020 ). Teacher preparation programs aim to equip them with pedagogical knowledge, subject expertise, and classroom management skills to ensure seamless instructional delivery. When adequately prepared, Ma and Cavanagh ( 2018 ) and Ramirez ( 2020 ) asserted that pre-service teachers should be able to engage students, employ effective teaching strategies, and adapt to classroom challenges with minimal anxiety. A well-prepared teacher enhances student learning experiences, fosters engagement, and improves overall instructional quality in accounting education. However, research suggests that pre-service accounting teachers often experience high levels of teaching anxiety, which can negatively impact their instructional effectiveness. Studies such as Mkhize and Maistry ( 2017 ) and Mkhize ( 2019 ) highlight that anxiety related to mathematics, a core component of accounting, further compounds instructional anxiety among pre-service accounting teachers. Additionally, Akinsola ( 2014 ) and Peker ( 2009 ) found that pre-service teachers’ teaching anxiety stems from fear of student judgment, lack of content mastery, and the pressure to deliver lessons effectively. Similarly, Asare ( 2021 ) observed that pre-service teachers with low self-efficacy often experience heightened anxiety during teaching practicum, limiting their ability to experiment with innovative teaching methods. Anxiety of this nature may lead to avoidance behaviours, reduced student engagement, and lower instructional effectiveness, ultimately affecting the quality of accounting education. Several systematic reviews have examined pre-service teachers' anxiety. Hembree ( 1990 ) and Boadu ( 2014 ) used meta-analysis approaches, while Aydin ( 2021 ) conducted a systematic review covering studies from 1973 to 2019. However, these reviews did not account for more recent studies post-2019, which may provide updated insights into shifts in teaching anxiety trends. Furthermore, Aydin ( 2021 ) did not include studies from Africa, limiting the applicability of findings to diverse educational contexts. Although inclusion/exclusion criteria were clearly stated, some studies included in previous reviews were not directly related to pre-service teachers’ instructional anxiety, raising concerns about scope and relevance. Additionally, a scoping search in PROSPERO, an international database for systematic reviews, found no registered systematic reviews specifically addressing pre-service accounting teachers' anxiety related to instructional delivery. Given these gaps, a comprehensive and up-to-date systematic review is necessary to synthesise recent findings, track changes in teaching anxiety over the past two decades, and identify persistent or emerging factors contributing to anxiety. This study seeks to provide a clearer understanding of pre-service accounting teachers' instructional anxiety and propose evidence-based strategies to mitigate it, ultimately improving teacher preparation programs and ensuring more effective instructional delivery. Literature Review Theoretical Foundation Social Cognitive Theory (SCT) was developed by Albert Bandura in 1986 as an expansion of his earlier work on Social Learning Theory (Bandura, 1986). Bandura introduced the concept of reciprocal determinism, which suggests that behaviour, cognitive processes, and environmental influences interact dynamically to shape an individual's actions. Unlike behaviourist theories that emphasise direct reinforcement, SCT posits that learning occurs through observation, imitation, and modelling. This makes it particularly relevant in education, where teachers and students learn not only from personal experience but also from observing others in instructional settings. SCT highlights three key components that are essential to understanding teaching anxiety among pre-service accounting teachers. Self-efficacy, which refers to an individual’s belief in their ability to successfully perform a task, plays a crucial role in determining teaching confidence. Pre-service teachers with high self-efficacy are more likely to approach instructional challenges with resilience, while those with low self-efficacy may experience heightened anxiety. Another core element is vicarious learning, which occurs when individuals gain knowledge and skills by observing others. In the case of pre-service teachers, watching experienced educators manage instructional delivery can help reduce anxiety by providing practical models for effective teaching. Lastly, reciprocal determinism explains how teaching anxiety is influenced by a combination of personal attributes, instructional experiences, and environmental conditions such as classroom expectations, student behaviour, and institutional support. Several studies have applied SCT to explore the relationship between self-efficacy and teaching anxiety. Klassen and Durksen (2014)) investigated how self-efficacy impacts pre-service teachers’ stress and anxiety, finding that those with stronger self-beliefs in their teaching ability experienced significantly lower levels of instructional anxiety. Similarly, Putman (2012) examined the role of vicarious learning in teacher preparation, revealing that observing skilled mentors improves teaching confidence and reduces anxiety in novice educators. Fives et al. (2007) also explored how self-efficacy influences classroom management anxiety, concluding that teachers who feel competent in their ability to control classroom dynamics are less likely to experience stress and anxiety related to instructional delivery. These studies collectively emphasise the importance of building self-efficacy and providing observational learning opportunities as strategies for mitigating pre-service teachers' anxiety. The relevance of SCT to this study lies in its ability to explain the factors contributing to teaching anxiety, how it evolves over time, and possible interventions to reduce it. Pre-service accounting teachers often face anxiety due to a combination of subject complexity, student expectations, and their own perceived lack of preparedness. SCT suggests increasing self-efficacy through mentorship, guided teaching experiences, and constructive feedback can significantly reduce this anxiety. Furthermore, creating environments where pre-service teachers observe and interact with experienced educators can help them develop confidence in their instructional abilities. By situating this study within the framework of Social Cognitive Theory, it becomes possible to understand the psychological and environmental mechanisms behind teaching anxiety and to identify practical strategies for overcoming it. Pre-service teachers and their anxiety about instructional delivery Pre-service teachers are those who are being trained and prepared to work as professional educators but have not yet begun their official teaching careers (Teo, 2015). Similarly, Sharma and Sokal (2015), and Allen and Wright (2014) asserted that these people often participate in teacher education programs, which can be at the undergraduate or graduate level, and receive training to develop the knowledge, skills, and competencies essential for effective teaching in a variety of educational contexts. The term "pre-service" indicates that these individuals are undergoing training before they enter the actual teaching profession (Allen & Wright, 2014). They are in the stage of their education where they are learning about pedagogical theories, instructional strategies, classroom management techniques, and subject-specific content knowledge that will enable them to teach students effectively once they become full-fledged teachers (Teo, 2015). These strategies have the motive of developing the pre-service teacher holistically to have low anxiety about instructional delivery. Institutions responsible for training these teachers are mostly teacher training institutions including teacher training universities. Pre-service teachers often engage in a variety of activities during their training period, such as attending classes, observing experienced teachers in real classroom settings, participating in practicum or student teaching experiences, and completing coursework related to education and teaching methods (Sharma & Nuttal, 2016). These experiences help them bridge the gap between theoretical knowledge and practical application, preparing them to enter the teaching profession with a strong foundation as well as with low anxiety. However, as indicated by Teo (2015) it is important to note that "pre-service teachers" are distinct from "in-service teachers," who are educators who are currently employed and actively teaching in classrooms. Pre-service teachers are still in the process of acquiring their teaching qualifications and have not yet taken on full teaching responsibilities. In addition, pre-service teachers’ anxiety describes the unease, worry, and trepidation that people who are through teacher training have before or during the activities and duties that are associated with teaching (Han & Tulgar, 2019). These worries are unique to the time when people are getting ready to become teachers but have not yet started their official jobs as fully qualified teachers. The literature review by the researcher uncovered the following range of factors, situations, and challenges that can trigger pre-service teacher anxiety. They include but are not limited to heavy workload, confidence level, lesson supervision, classroom management, lesson planning, and delivery, students’ engagement, assessment and evaluation, and transition to a professional role (Asare, 2021; Boadu, 2014; Boyd et al., 2014; Han & Tulgar, 2019; Pasaribu & Harendita, 2018; Tufuor Kwarteng, 2018). This study, however, focuses on the anxiety of teachers as they transition to professional teachers. After pre-service teachers have completed their educational training, they are required to commence teaching as professional teachers. Being inducted into the classroom as a professional teacher comes with some level of anxiety, panic, and fear (Akinsola, 2014). Several as indicated (Asare, 2021; Boadu, 2014; Boyd et al., 2014; Han & Tulgar, 2019; Pasaribu & Harendita, 2018; Tufuor Kwarteng, 2018) contributes to this anxiety. Teacher education is therefore expected to develop the teachers in a manner that mitigates their anxiety. Pre-service teachers’ anxiety review articles The researchers’ search uncovered two key related articles in the last decade. The first by Akinsola (2014) was conducted to assess pre-service teachers' teaching anxiety. A survey consisting of 23 items, exhibiting a reliability index of r = 0.87, was administered to a cohort of 140 students during their enrolment in the 300 and 400 academic levels. Akinsola (2014), employs the Chi-square test, and an analysis was conducted to explore the potential correlations between teaching anxiety experienced by student teachers. The findings highlighted notable relationships across 12 of the questionnaire items. Specifically, anxiety was notably linked to challenges related to classroom management, undergoing evaluation by supervising authorities, establishing rapport with both students and subject educators, as well as achieving instructional objectives. Although Akinsola (2014) assessment encompassed information and materials relevant to pre-service teachers' anxiety up until 2014, the discussion does not adhere to the systematic literature review framework, as outlined by (Kunisch et al., 2018). The second and more recent review, by Tufuor Kwarteng (2018), is an unpublished research paper in the University of Cape Coast institutional repository. The researcher employed a descriptive survey method involving a total of 245 final-year pre-service accounting teachers at the University of Cape Coast, Ghana. From the study pool, a random sample of 100 participants was selected to complete the Student Teacher Anxiety Scale (STAS), originally developed by Hart (1987) and later adapted by Morton, Vesco, Williams, and Awender (1997). The data collection process took place over a period of four weeks during the practicum assignments of the pre-service teachers. The analysis of the collected data involved both descriptive and inferential statistical techniques. The results indicated that pre-service accounting teachers exhibited anxiety concerning their teaching practicum. The anxiety encompassed various aspects, including their professional readiness, interactions with regular school staff, classroom management, effective lesson delivery, and assessment of their performance. Additionally, the findings indicated that age and prior teaching experience had no significant impact on pre-service teachers' anxiety levels during the practicum. As teacher training universities and colleges incorporate online teaching into traditional in-person teaching procedures coupled with the ever-changing teaching and learning process to develop students' 21st-century skills, the allure for the effective and efficient instructional process has grown, encompassing even the anxiety experienced by pre-service teachers regarding instructional delivery. Methodology Systematic review study uses different methods and approaches compared to empirical studies (Boland et al., 2017). Systematic review study follows distinctive methods of collecting, describing, analysing, and reporting data (Gough et al., 2017). This study employs a systematic review approach to collect and interpret data in response to the research questions. However, (Ahsan et al., 2022) asserted that by analysing descriptive data and content criteria, a systematic review of the literature can be carried out to transform unstructured material into a meaningful format. This study employed a thematic descriptive analysis of the relevant articles. The themes were developed from the research questions. They include the trend of publications on pre-service anxieties, factors that increase or influence pre-service teachers' anxiety about instructional delivery, and remedies to alleviate the anxiety faced by pre-service teachers regarding instructional delivery. To ensure a comprehensive and rigorous approach, the three-stage (planning, executing, reporting) procedure for systematic review, as indicated by Cai and Lo (2020), and Denyer and Tranfield (2009) was adopted. The three-stage procedure was organised under the following headings: search strategy, inclusion/exclusion criteria, screening and selection, and data analysis. Search Strategy Several databases exist with tremendous articles (Berg et al., 2013). Most of the databases are designed for specific disciplines, while others are multidisciplinary in nature (Gasparyan et al., 2013). It is worth noting that most universities have created institutional repositories to host both published and unpublished research papers. While one can get access to articles by visiting individual databases, the approach as indicated by Gagnon (2007) is sometimes considered tedious and demanding. Attempts have been made to integrate the various databases (Gagnon, 2007). One of the most prominent integrated databases that access majority of the individual databases including institutional repositories is Google Scholar (Cabezas-Clavijo & Delgado-López-Cózar, 2013). Google Scholar is popularly used to search for all kinds of articles and online e-books across a wide range of disciplines including unpublished articles found in institutional repositories. This study, therefore, utilized Google Scholar to access all the 110 articles used in the review as indicated in Figure 1. The use of one integrated database also aided the researcher in reducing the duplication of articles. The researcher adopted the use of keywords including synonyms to uncover relevant and related articles. References, cited by, and related articles were also used to unearth related articles to the phenomenon. Some of the keywords include pre-service teacher and teaching anxiety, student-teacher and teaching anxiety, pre-service teacher and instructional stress, pre-service teacher and fear of teaching, fear of teaching among student teachers, anxiety about teaching practice, anxiety about teaching practicum, teaching practicum, teaching practice, etc. The researcher also used Litmap software to locate and identify related articles. Inclusion/Exclusion Criteria One of the pertinent steps in the systematic review process is deciding and setting your inclusion/exclusion criteria (Boland et al., 2017; Gough et al., 2017). The inclusion/exclusion set frame for the articles to be included and those that need to be exempted based on established criteria mostly depends on the review or research questions (Baloyi, 2016). Gough et al. (2017) asserted that there are established inclusion/exclusion criteria that are mostly adopted or adopted by researchers. Some of the established frameworks include PICO, which stands for population, intervention, comparator, and outcome. Occasionally, people also include study design and setting, therefore turning PICO into PICOSS. With this in mind, the researcher adapted a more general summary of the inclusion/exclusion criteria, as shown in Figure 1. The inclusion criteria for this study include all studies published in the English language on pre-service teachers’ anxiety about instructional delivery, studies conducted from 1979 to date, studies with access and availability of abstracts, and both published and unpublished articles. The study excluded conference or seminar papers, articles on students’ anxiety about learning, and books. From Figure 1, 110 articles representing 73.83% were included in the review. The unpublished articles are those uncovered in the university institutional repository. Two of the articles were written in French and Spanish, respectively. Articles without abstracts were three while one article was not discovered. Articles unrelated to the specific research questions were 17 in number. A further search in outside online journals did not discover any articles. Screening and Selection The screening and selection process identifies and eliminates unrelated and irrelevant articles to the research questions (Gough et al., 2017). Several strategies, both manual and automated processes, are available to researchers to screen and select the appropriate articles for the review (Boland et al., 2017). For the screening and selection, the researcher used Endnote version 20, and the find and replace option in Microsoft Word to identify duplicated, unavailable abstracts, and unrelated articles. Extraction of Data Gough et al. (2017) and Boland et al. (2017) opine that specific data needed by the research to conduct the review must be extracted. This indicates that not all data presented in the articles will be used for analysis. Mostly, the specific data needed depends on the review methodology and the stated research questions (Buscemi et al., 2006; Jonnalagadda et al., 2015). This study adopted thematic descriptive analysis; hence, it extracted the bibliographic characteristics such as the author's name, year of publication, country of publication, the title of the article, and research findings, as shown in Appendix A. The specific findings of the articles were not included in the table in Appendix A but can be provided upon request. Methodologies Used in Studies on Pre-Service Teachers’ Teaching Anxiety Research on pre-service teachers’ teaching anxiety has employed various quantitative, qualitative, and mixed-methods approaches, utilising different research designs, sampling techniques, and data analysis methods. While some studies focused on self-reported anxiety through surveys, others used interviews and observations to explore anxiety triggers and coping mechanisms in depth as detailed below. Research Approach and Design Most studies utilised a quantitative approach to measure teaching anxiety levels using standardised instruments and statistical analysis. Peker (2009), Akinsola (2014), Capel (1997), Aydin (2021), Ashcraft (2002), Bekdemir (2010), Novak and Tassell (2017), Taley et al. (2021), and Patkin and Greenstein (2020) used descriptive survey and correlational designs to explore relationships between teaching anxiety and factors such as subject difficulty, self-efficacy, and instructional performance. Similarly, Ameen et al. (2002), Gardner and Leak (1994), and Fish and Fraser (2001) employed correlational designs to examine gender-based differences and subject-specific anxiety. Conversely, some studies adopted qualitative approaches to explore teachers' personal experiences with anxiety. Ali (2011), Sammephet and Wanphet (2013), and Pasaribu and Harendita (2018) employed phenomenological designs, using interviews and reflective journals to understand pre-service teachers’ lived experiences. Kim and Kim (2004) and Yoon (2012) used case study designs to analyse the unique challenges faced by non-native English-speaking teachers. Roach (2003), Morton et al. (1997), Sinclair and Ryan (1987), and Song and Park (2019) investigated anxiety triggers in specific teaching environments. Some researchers utilised mixed-methods approaches, integrating quantitative surveys with qualitative interviews or observations. Murray-Harvey et al. (2000), Abebe and Shaughnessy (1997), and Prachagool et al. (2021) combined survey data and focus group discussions to explore teaching anxiety and coping mechanisms. Novak & Wisdom (2018) and Chiu & Churchill (2016) examined the impact of digital learning tools on anxiety through pre-and-post surveys supplemented by participant reflections. Bowers et al. (1983) and Adams (1999, 2001) used quasi-experimental designs to evaluate interventions to reduce teaching anxiety. Sampling Approach and Sample Size Most studies used purposive or convenience sampling to select pre-service teachers currently engaged in teaching practicums. Pasaribu and Harendita (2018) and Ali (2011) selected 10–20 participants for qualitative interviews to gather detailed narratives. Murray-Harvey et al. (2000) and Buchler (2013) examined over 200 participants to conduct statistical comparisons across different anxiety-inducing scenarios. For quantitative studies, Peker (2009), Akinsola (2014), and Boonmoh & Kamsa-ard (2023) employed random and stratified sampling, selecting 100–250 pre-service teachers to ensure representativeness. Aydin (2021), Bekdemir (2010), and Taley et al. (2021) analysed large datasets, reviewing thousands of participants from multiple regions. Weems et al. (2010) and Lyons & Beilock (2012) used stratified sampling to explore gender-based differences in teaching anxiety. Data Collection Instruments Structured questionnaires were the primary data collection tool in quantitative studies, often using Likert-scale measures to assess teaching anxiety. Akinsola (2014), Takahashi (2014), Levine (1993), and Peker (2009) used pre-validated teaching anxiety scales. Buchler (2013) and Ameen et al. (2002) developed customised instruments for subject-specific teaching anxiety. Qualitative studies relied on semi-structured interviews, focus groups, and reflective journals. Ali (2011) and Sammephet and Wanphet (2013) conducted in-depth interviews to explore sources of anxiety. Prachagool et al. (2021) and Novak and Wisdom (2018) used reflective journals, where participants recorded their anxiety levels throughout their teaching practicum. Bowers et al. (1983) and Seckin and Yilmaz (2014) used participant observation to document real-time anxiety in teaching settings. Data Analysis Techniques Most quantitative studies applied descriptive statistics (mean, standard deviation, percentages) to summarise teaching anxiety trends. Peker (2009), Akinsola (2014), and Rieg et al. (2007) employed ANOVA to compare anxiety levels across different teacher demographics. Fish and Fraser (2001) used regression analysis to identify key predictors of teaching anxiety. For qualitative studies, thematic analysis was the most commonly used approach. Ali (2011), Pasaribu and Harendita (2018), and Morton et al. (1997) categorised responses into themes such as supervision-related anxiety, classroom management challenges, and self-efficacy concerns. Sinclair and Ryan (1987) and Sharp and Forman (1985) coded interview responses to identify patterns in assessment anxiety and coping mechanisms. Mixed-methods studies combined statistical analysis with qualitative insights. Patkin & and Greenstein (2020) and Agustiana (2014) used descriptive trends and thematic coding to offer a holistic understanding of teaching anxiety factors and intervention strategies. Results and Discussions The results and discussion of the review are organised in the research questions below. Research Question One: Evolution of Publications on Pre-Service Teachers Teaching Anxiety The research question one of this study aimed at exploiting the evolution of teaching anxiety among pre-service teachers. Using Microsoft Excel, the frequency distribution of the evolution of teachers’ anxiety about teaching is presented in Figure 2. The phenomenon gained the attention of the research community as early as 1979. The was conducted by Preece (1979) and titled “Student-teacher anxiety and class‐control problems on teaching practice: A cross‐lagged panel analysis”. Three studies were then published in 1987 indicating how the subject matter gained some popularity in that year. The majority of studies (n = 12, 10.90%) were conducted in 2014. However, six studies were conducted in 2009. Pre-service teachers’ anxiety about teaching has gained the attention of stakeholders for the past 50 decades. Countries of Publications Publication of articles by their country is presented in Figure 3 . The aim is to establish how the phenomenon has been investigated across the regions over the years. United States of America and Turkey had the highest publications of (n = 34, 30.31%) and (n = 31, 28.18%) respectively. The review study conducted by (Aydin, 2021) failed to include studies conducted in Africa. This study chanced on three, two, and one articles from Ghana, Nigeria, and South Africa respectively. Research Question Two: The specific issues and factors that increase the anxiety of pre-service accounting teachers when it comes to instructional delivery. The goal of research question two is to establish factors, issues as well and events that trigger or increase pre-service accounting teachers’ anxiety about instructional delivery. The 110 articles reviewed confirmed that pre-service teachers experience an amount of anxiety (low, moderate, or high) about their teaching. The reviewed articles identified common factors, issues, or events that trigger pre-service teachers’ anxiety across multiple disciplines and were used to conclude on the teaching anxiety of pre-service accounting teachers. Majority of the studies (Abebe & Shaughnessy, 1997; Agustiana, 2014; Akinsola, 2014; Ali, 2011; Asare, 2021; Capel, 1997; Daniels et al., 2011; Ekşi & Yılmaz Yakışık, 2016; Hart, 1987; Mahmoudi, 2016; Morton et al., 1997; Ngidi & Sibaya, 2003; Paker, 2011; Pasaribu & Harendita, 2018; Sammephet & Wanphet, 2013; Taley et al., 2021) found that pre-service teachers are very anxious when they are being supervised/evaluated/assessed. There is natural anxiety when one is about to perform a task that requires supervision or assessment. This has been evident in several other situations and events, such as writing exams, going for an interview, including being supervised by a professional teacher or lecturer. Students’ teachers demonstrated this as the most prevalent factor contributing to their teaching anxiety. Teachers have several duties to perform during the teaching and learning process (Tamrin et al., 2017). Some of these duties are mandatory to ensure an effective instructional process. The studies reviewed indicated that pre-service teachers are anxious about classroom management, including controlling the activities in the classroom (Agustiana, 2014; Akinsola, 2014; Ali, 2011; Han & Tulgar, 2019; Morton et al., 1997; Paker, 2011; Preece, 1979; Rieg et al., 2007). Pre-service are either worried about how to manage or control the class or are concerned about the method to employ in effectively controlling or managing activities including deviant behaviour in the classroom. Furthermore, when students perceive that a certain course or subject is difficult vis-à-vis academic performance, it tends to create some level of anxiety. On several occasions, students become anxious about taking a test in mathematics (Khasawneh et al., 2021). This level of test anxiety is a result of the perceived difficulty of the mathematics subject. Similarly, when student’s teachers perceive a particular course or subject to be difficult, they tend to be anxious (Ashcraft, 2002; Bates et al., 2013; Bekdemir, 2010; Gresham, 2018; Lyons & Beilock, 2012; Unlu et al., 2017). However, Haciomeroglu (2014) concluded on the contrary that subject difficulties do not influence the anxiety of pre-service teachers. It is worth noting that most of the studies (Bates et al., 2013; Bekdemir, 2010; Gresham, 2018; Lyons & Beilock, 2012; Unlu et al., 2017) were conducted on mathematics pre-service teachers. Accounting as a discipline shares similar sentiments in terms of perceived difficulty. Sacarin et al. (2013) asserted that students perceive International Financial Reporting Courses (IFRSs) to be difficult. Hence, similar anxiety is expected to be exhibited among pre-service accounting teachers. This assertion was confirmed by Tufuor Kwarteng (2018). In addition, low confidence in one's ability and capability to instruct vis-à-vis low self-efficacy contributes to pre-service teachers' high level of anxiety (Chen Musgrove & Schussler, 2020; Giovanelli, 2015; Machida, 2016; Pasaribu & Harendita, 2018; Peker, 2016; Taley et al., 2021). This indicates an inverse relationship between self-efficacy and anxiety. However, Asare (2021) found no nexus between pre-service teachers' self-efficacy and anxiety levels. The experience level of pre-service teachers is also related to their anxiety level. A plethora of studies (Agustiana, 2014; Akinsola, 2014; Kesen & Aydın, 2014; Murray-Harvey et al., 2000) concluded that pre-service teachers are very anxious at their first teaching practice but exhibit moderate and low anxiety subsequently. Similarly, Sinclair and Ryan (1987) asserted that adequate experience with a subject matter helps reduce anxiety. Pertaining to anxiety among genders, females were observed to be more anxious than males in pre-service teachers (Fish & Fraser, 2001; Morton et al., 1997; Özen & Öztürk, 2016; Topoğlu, 2020). Also, a high anxiety level was observed with teachers instructing online (Boonmoh & Kamsa-ard, 2023; Chiu & Churchill, 2016; Ramazanoglu & Toytok, 2018; Tatar et al., 2015; Vale & Barcillano, 2022). This level of anxiety is attributed to unfamiliarity with the use of online gadgets like computers and online platforms. In summary, Pre-service teachers experience instructional anxiety due to various factors, including high stress from supervision and assessment, uncertainty in classroom management, and the perceived difficulty of subjects like accounting and mathematics. Low self-efficacy further contributes to heightened anxiety, while experience helps reduce it over time. Gender differences reveal that female pre-service teachers report higher anxiety levels, and the shift to online teaching introduces additional stress due to unfamiliarity with digital tools. This is summarised in Figure 4 . Research Question Three: Remedies have been suggested in the literature to lessen the anxiety that pre-service accounting teachers feel when executing instructional delivery. This research question aimed to identify comprehensive mechanisms to alleviate or mitigate, if not curtail, the anxiety level pre-service teachers encounter during instructional delivery. A review of articles by the researcher identified some empirical remedies to lessen the level of anxiety encountered by pre-service accounting teachers. Low self-efficacy was identified to be a triggering factor of anxiety; hence, ensuring development and increasing pre-service efficacy level will go a long way to reduce their teaching anxiety (Gresham & Burleigh, 2019; Pasaribu & Harendita, 2018; Taley et al., 2021). Factors that increase the self-efficacy level of pre-service teachers must be encouraged at the various teacher training institutions. Similarly, suitable teaching practicum programs at various levels can also mitigate the level of anxiety experienced by pre-service teachers (Gresham & Burleigh, 2019; Murat, 2009; Payne & Manning, 1990). Regular workshops to improve the experience level of teachers also aid in reducing their anxiety (Payne & Manning, 1990; Pelton, 2014). In addition, pre-service teachers should devise personal strategies to alleviate teaching anxiety (Pasaribu & Harendita, 2018; Sammephet & Wanphet, 2013). Furthermore, controlling disruptive students also helps in reducing anxiety during instructional processes (Abebe & Shaughnessy, 1997; Fish & Fraser, 2001). Other remedies, such as reformed-based strategies (Burleigh, 2017; Gresham & Burleigh, 2019) and adapting to suitable teaching structures (Brown et al., 2012; Özdemir & Seker, 2017) have been empirically tested and proven to reduce teaching anxiety. Key strategies for reducing pre-service teachers’ instructional anxiety discovered from the review include enhancing self-efficacy through targeted development programs and fostering confidence in their teaching abilities. Structured teaching practicum experiences, along with regular workshops, can provide hands-on experience and gradually reduce anxiety levels. Additionally, pre-service teachers should adopt personal coping strategies and classroom management techniques to handle disruptive students effectively. Reform-based strategies and adapting to suitable teaching structures have also been found to significantly lower teaching anxiety, emphasising the need for teacher training institutions to integrate these approaches into their programs. Conclusion The goal of this systematic review was to explore the teaching anxiety-related issues encountered by pre-service accounting teachers during instructional delivery. To achieve this, three research questions were formulated: (1) How has the anxiety of instructional delivery among pre-service accounting teachers changed over the last two decades? (2) What specific issues and factors increase the anxiety of pre-service accounting teachers when it comes to instructional delivery? (3) What remedies have been suggested in the literature to lessen the anxiety that pre-service accounting teachers feel when executing instructional delivery? Through a systematic review approach, this study synthesised and analysed the complex and multifaceted issues surrounding teaching anxiety, offering a deeper understanding of its progression, triggers, and potential solutions. The findings revealed that teaching anxiety among pre-service teachers has been a topic of academic discussion since 1979, gaining increased attention in the 2000s, particularly in 2009, 2011, 2013, and 2014. Various factors contribute to the heightened anxiety levels among pre-service accounting teachers, including evaluation and supervision during teaching practice, classroom management difficulties, low self-efficacy and confidence, and perceived subject difficulty. Gender disparities were also evident, with female pre-service teachers experiencing higher levels of anxiety than their male counterparts. To mitigate these challenges, the review identified several empirically supported strategies, including structured and well-supported teaching practice programs, targeted interventions to boost pre-service teachers’ self-efficacy and confidence, training on classroom management techniques, and strategies to handle disruptive students. Additionally, reformed-based approaches and the adaptation of suitable teaching structures were found to be effective in reducing instructional anxiety. These insights highlight the need for teacher education programs to incorporate anxiety-reduction strategies to ensure that pre-service teachers enter the profession with confidence and competence, ultimately improving the quality of instructional delivery in accounting education. Recommendation Based on the conclusions drawn from this study, it is recommended that comprehensive and empirically tested approaches should be developed to mitigate all forms of instructional anxiety among pre-service teachers. Teacher training institutions should integrate proven anxiety-reduction strategies, such as structured teaching practicums, mentorship programs, and self-efficacy-building interventions, into their curricula to better prepare future educators for classroom realities. Additionally, workshops and professional development sessions focused on classroom management, student engagement techniques, and coping strategies should be incorporated into teacher education programs. Further empirical research should also be conducted, particularly in emerging economies, to gain deeper insights into the contextual factors influencing pre-service teachers' anxiety. This will help identify culturally and structurally relevant remedies that align with specific educational systems and teacher training models. Given the growing emphasis on digital education, research should also explore the impact of online teaching on instructional anxiety and develop targeted interventions to support pre-service teachers in virtual learning environments. By implementing these recommendations, teacher training institutions can create a more supportive learning environment that enhances teaching confidence, reduces anxiety-related barriers, and ultimately improves instructional effectiveness. Addressing instructional anxiety at the pre-service level will contribute to a more resilient and well-equipped teaching workforce, ensuring better educational outcomes for both teachers and students. Limitations of the Study Despite the comprehensive nature of this systematic review, certain limitations should be acknowledged. First, the study relied solely on existing literature, which may have excluded relevant unpublished studies or those not indexed in major databases, leading to potential publication bias. Additionally, while the inclusion and exclusion criteria ensured a focused review, some relevant studies may have been omitted due to differences in methodological approaches or contextual variations. Furthermore, the study primarily focused on pre-service accounting teachers, which may limit its applicability to other subject areas where teaching anxiety may manifest differently. Finally, the study did not conduct primary data collection, meaning the findings are dependent on the accuracy and reliability of the reviewed literature. Declarations About the Author Albert Ntem is an Associate Member of the Institute of Chartered Accountants, Ghana (ICAG) and an MPhil Accounting student at the University of Cape Coast, Cape Coast, Ghana, West Africa. His academic and research interests are centred around accounting teacher education and the corporate world. He is deeply interested in applying International Financial Reporting Standards (IFRS) and International Education Standards (IES) in accounting education, as well as in solving business-related issues using a research-based approach or other technological means. Funding There is no funding for this research. Data Availability Statement The author confirms that all data generated or analysed during this study are included in this manuscript. Competing Interest There are no competing interests in this manuscript. Ethics Declaration This study meets all ethical considerations employed in systematic reviews. It adheres to principles of transparency, objectivity, and integrity. The study ensures proper citation of sources, avoids plagiarism, and maintains neutrality in data interpretation. No human or animal subjects were involved, eliminating the need for ethical approval. Consent to Publish Declaration Not applicable Consent to Participate Declaration Not applicable Author Contribution A.N. conceptualized the study, conducted the systematic review, and extracted relevant data from the selected studies. A.N. also performed the analysis, synthesized the findings, and developed the manuscript. Additionally, A.N. handled the revision process and ensured the study adhered to academic standards. All work was independently completed by A.N., who reviewed and approved the final manuscript for submission. References Abebe, S., & Shaughnessy, M. F. (1997). Strengthening the Teaching Profession: Preparing Educators To Cope with Stress. Agustiana, V. (2014). PRE-SERVICE TEACHERS’ ANXIETY DURING TEACHING PRACTICUM. English Review: Journal of English Education , 2 (2), 174-182. Ahsan, K., Akbar, S., & Kam, B. (2022). Contract cheating in higher education: a systematic literature review and future research agenda. Assessment & Evaluation in Higher Education , 47 (4), 523-539. Akinsola, M. K. (2014). Assessing pre-service teachers teaching anxiety. American Journal of Educational Research , 2 (12A), 41-44. Ali, M. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. Turkish Online Journal of Qualitative Inquiry , 2 (4), 80-94. Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and teaching , 20 (2), 136-151. Alrabai, F. (2015). The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety. Innovation in Language Learning and Teaching , 9 (2), 163-190. Angeli, C., & Valanides, N. (2014). Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK . Springer. Asare, P. Y. (2021). Preservice management teachers’ self-efficacy and anxiety about teaching practicum University of Cape Coast]. Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science , 11 (5), 181-185. Aydin, S. (2021). A Systematic Review of Research on Teaching Anxiety. International Online Journal of Education and Teaching , 8 (2), 730-761. Baloyi, W. t. H. (2016). Systematic review as a research method in postgraduate nursing education. health sa gesondheid , 21 (1), 120-128. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ , 1986 (23-28), 2. Bates, A. B., Latham, N. I., & Kim, J.-a. (2013). Do I Have to Teach Math? Early Childhood Pre-Service Teachers' Fears of Teaching Mathematics. Issues in the undergraduate mathematics preparation of school teachers , 5 . Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational studies in mathematics , 75 (3), 311-328. Berg, K. L., Seymour, T., & Goel, R. (2013). History of databases. International Journal of Management & Information Systems (IJMIS) , 17 (1), 29-36. Boadu, G. (2014). Anxieties faced by history student-teachers during teaching practice. Journal of Education and Practice , 5 (10), 138-143. Boland, A., Dickson, R., & Cherry, G. (2017). Doing a systematic review: A student's guide. Doing a Systematic Review , 1-304. Boonmoh, A., & Kamsa-ard, T. (2023). Pre-service EFL Teachers' Anxiety regarding the Online Teaching Practicum during the COVID-19 Pandemic: Thailand Case Study. TESL-EJ , 27 (1). Boyd, W., Foster, A., Smith, J., & Boyd, W. E. (2014). Feeling good about teaching mathematics: Addressing anxiety amongst pre-service teachers. Creative Education , 2014 . Brown, A., Westenskow, A., & Moyer-Packenham, P. (2012). Teaching anxieties revealed: Pre-service elementary teachers’ reflections on their mathematics teaching experiences. Teaching Education , 23 (4), 365-385. Burleigh, C. (2017). Exploring Early Childhood Preservice Teachers' Mathematics Anxiety and Mathematics Efficacy Beliefs: A Multiple Case Study Northcentral University]. Buscemi, N., Hartling, L., Vandermeer, B., Tjosvold, L., & Klassen, T. P. (2006). Single data extraction generated more errors than double data extraction in systematic reviews. Journal of clinical epidemiology , 59 (7), 697-703. Cabezas-Clavijo, A., & Delgado-López-Cózar, E. (2013). Google Scholar and the h-index in biomedicine: the popularization of bibliometric assessment. Medicina Intensiva (English Edition) , 37 (5), 343-354. Cai, Y.-J., & Lo, C. K. (2020). Omni-channel management in the new retailing era: A systematic review and future research agenda. International Journal of Production Economics , 229 , 107729. Capel, S. A. (1997). Changes in students’ anxieties and concerns after their first and second teaching practices. Educational Research , 39 (2), 211-228. Chen Musgrove, M. M., & Schussler, E. E. (2020). The Ph. D. Panic: Examining the relationships among teaching anxiety, teaching self-efficacy, and coping in Biology graduate teaching assistants (GTAs). bioRxiv , 2020.2002. 2007.938597. Chiu, T. K., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments , 24 (2), 317-327. Daniels, L. M., Mandzuk, D., Perry, R. P., & Moore, C. (2011). The effect of teacher candidates’ perceptions of their initial teacher education program on teaching anxiety, efficacy, and commitment. Alberta Journal of Educational Research , 57 (1), 88-106. Denyer, D., & Tranfield, D. (2009). Producing a systematic review. Ekşi, G., & Yılmaz Yakışık, B. (2016). To Be Anxious or Not Student Teachers in the Practicum. Universal Journal of Educational Research , 4 (6). Eren, A., & Çetin, G. (2019). Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility. Curriculum Perspectives , 39 , 19-32. Fish, T. A., & Fraser, I. H. (2001). Exposing the iceberg of teaching anxiety: a survey of faculty at three New Brunswick Universities. Electronic Journal of the American Association of Behavioral and Social Sciences , 4 . Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher education , 23 (6), 916-934. Gagnon, M. (2007). Ontology-based integration of data sources. 2007 10th International Conference on Information Fusion, Gasparyan, A. Y., Ayvazyan, L., & Kitas, G. D. (2013). Multidisciplinary bibliographic databases. Journal of Korean Medical Science , 28 (9), 1270-1275. Giovanelli, M. (2015). Becoming an English language teacher: Linguistic knowledge, anxieties and the shifting sense of identity. Language and Education , 29 (5), 416-429. Gough, D., Thomas, J., & Oliver, S. (2017). An introduction to systematic reviews. An introduction to systematic reviews , 1-352. Gresham, G. (2018). Preservice to inservice: Does mathematics anxiety change with teaching experience? Journal of teacher education , 69 (1), 90-107. Gresham, G., & Burleigh, C. (2019). Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs. Teaching Education , 30 (2), 217-241. Haciomeroglu, G. (2014). Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety. International Journal for Mathematics Teaching & Learning . Han, T., & Tulgar, A. T. (2019). Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish Elementary School Context. Gist: Education and Learning Research Journal (19), 49-83. Hart, N. I. (1987). Student teachers' anxieties: four measured factors and their relationships to pupil disruption in class. Educational research , 29 (1), 12-18. Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for research in mathematics education , 21 (1), 33-46. Jonnalagadda, S. R., Goyal, P., & Huffman, M. D. (2015). Automating data extraction in systematic reviews: a systematic review. Systematic reviews , 4 (1), 1-16. Kasimatis, K., Kontogianni, V., Moutsios-Rentzos, A., & Rozou, V. (2020). IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES. Education and New Developments , 126 . Kesen, A., & Aydın, Z. (2014). Anxiety levels of novice and experienced EFL instructors: İstanbul Aydın University case. Procedia-Social and Behavioral Sciences , 116 , 880-883. Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students? BMC psychology , 9 (1), 1-9. Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and instruction , 33 , 158-169. Kunisch, S., Menz, M., Bartunek, J. M., Cardinal, L. B., & Denyer, D. (2018). Feature topic at organizational research methods: how to conduct rigorous and impactful literature reviews? Organizational Research Methods , 21 (3), 519-523. Lawson, R. A., Blocher, E. J., Brewer, P. C., Morris, J. T., Stocks, K. D., Sorensen, J. E., Stout, D. E., & Wouters, M. J. (2015). Thoughts on competency integration in accounting education. Issues in Accounting Education , 30 (3), 149-171. Loughran, J. (2014). Professionally developing as a teacher educator. Journal of teacher education , 65 (4), 271-283. Lyons, I. M., & Beilock, S. L. (2012). Mathematics anxiety: Separating the math from the anxiety. Cerebral cortex , 22 (9), 2102-2110. Ma, K., & Cavanagh, M. S. (2018). Classroom ready?: Pre-service teachers' self-efficacy for their first professional experience placement. Australian Journal of Teacher Education (Online) , 43 (7), 134-151. Machida, T. (2016). Japanese elementary school teachers and English language anxiety. Tesol Journal , 7 (1), 40-66. Mahmoudi, F. (2016). Practicum stress and coping strategies of pre-service English language teachers. Procedia-Social and Behavioral Sciences , 232 , 494-501. Merç, A. (2016). Research anxiety among Turkish graduate ELT students. Current Issues in Education , 19 (1). Mizala, A., Martínez, F., & Martínez, S. (2015). Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender. Teaching and Teacher Education , 50 , 70-78. Mkhize, M. V. (2019). Mathematics anxiety among pre-service accounting teachers. South African Journal of Education , 39 (3), 1-14. Mkhize, M. V., & Maistry, S. M. (2017). Pre-service accounting teachers’ attitudes to mathematics. South African Journal of Education , 37 (2), 1-12. Mockler, N., & Groundwater-Smith, S. (2015). Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. Teachers and teaching , 21 (5), 603-614. Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British journal of educational psychology , 67 (1), 69-89. Murat, P. (2009). The use of expanded microteaching for reducing pre-service teachers’ teaching anxiety about mathematics. Scientific Research and Essays , 4 (9), 872-880. Murray-Harvey, R., T. Slee, P., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2000). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education , 23 (1), 19-35. Ngidi, D. P., & Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. South African Journal of Education , 23 (1), 18-22. Niess, M. L. (2014). Guiding preservice teachers in developing TPCK. In Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 233-260). Routledge. Özdemir, E., & Seker, B. S. (2017). Prospective Primary Teachers' Mathematics Anxiety-Apprehension and Its Causes. International Education Studies , 10 (11), 1-22. Özen, R., & Öztürk, D. S. (2016). The Relationship between Pre-Service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels. Universal Journal of Educational Research , 4 (n12A), 7-15. Paker, T. (2011). Student teacher anxiety related to the teaching practicum. Eurasian Journal of Educational Research (EJER) . Pasaribu, T. A., & Harendita, M. E. (2018). English language anxiety of pre-service teachers: Causes and coping strategies. LLT Journal: A Journal on Language and Language Teaching , 21 (2), 134-147. Payne, B. D., & Manning, B. H. (1990). The effect of cognitive self-instructions on preservice teacher's anxiety about teaching. Contemporary Educational Psychology , 15 (3), 261-267. Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science and Technology Education , 5 (4), 335-345. Peker, M. (2016). Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis. Educational Research and Reviews , 11 (3), 97-104. Pelton, J. A. (2014). Assessing graduate teacher training programs: can a teaching seminar reduce anxiety and increase confidence? Teaching Sociology , 42 (1), 40-49. Preece, P. (1979). Student teacher anxiety and class‐control problems on teaching practice: A cross‐lagged panel analysis. British Educational Research Journal , 5 (1), 13-19. Putman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. Action in Teacher Education , 34 (1), 26-40. Ramazanoglu, M., & Toytok, E. H. (2018). Teacher Candidates' Anxieties Regarding Facebook Usage in Education. Journal of Education and Training Studies , 6 (n11a), 229-235. Ramirez, I. A. L. (2020). Teaching preparedness of pre-service teachers: Perception to practice. International Journal of Studies in Education and Science (IJSES) , 1 (1), 15-35. Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). COPING WITH STRESS: AN INVESTIGATION OF NOVICE TEACHERS'STRESSORS IN THE ELEMENTARY CLASSROOM. Education , 128 (2). Sacarin, M., Bunea, S., & Girbina, M. M. (2013). Perceptions of accounting professionals on IFRS application at the individual financial statements: evidence from Romania. Accounting and Management Information Systems , 12 (3), 405. Sammephet, B., & Wanphet, P. (2013). Pre-service teachers’ anxiety and anxiety management during the first encounter with students in EFL classroom. Journal of Education and Practice , 4 (2), 78-87. Sharma, U., & Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of teacher education , 44 (2), 142-155. Sharma, U., & Sokal, L. (2015). The impact of a teacher education course on pre‐service teachers' beliefs about inclusion: an international comparison. Journal of Research in Special Educational Needs , 15 (4), 276-284. Sinclair, K. E., & Ryan, G. (1987). Teacher anxiety, teacher effectiveness, and student anxiety. Teaching and Teacher Education , 3 (3), 249-253. Taley, I. B., Adusei, O., & Koranteng, D. N. (2021). Mathematics Teaching Anxiety among College of Education Pre-service Teachers in Ghana: The Influence of Mathematics Achievement and Field Experiences. International Journal of Innovative Research and Development , 10 (4). Tamrin, M., Azkiya, H., & Sari, S. G. (2017). Problems faced by the teacher in maximizing the use of learning media in Padang. Al-Ta Lim Journal , 24 (1), 60-66. Tatar, E., Zengin, Y., & Kağızmanlı, T. B. (2015). What is the relationship between technology and mathematics teaching anxiety? Journal of Educational Technology & Society , 18 (1), 67-76. Teo, T. (2015). Comparing pre-service and in-service teachers' acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers & Education , 83 , 22-31. Topoğlu, O. (2020). Musical performance anxiety: Relations between personal features and state anxiety levels of pre-service music teachers. International Online Journal of Educational Sciences , 6 (2). Tufuor Kwarteng, J. (2018). Preservice accounting teachers’ anxiety about teaching practicum. Unlu, M., Ertekin, E., & Dilmac, B. (2017). Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-Efficacy Beliefs towards Mathematics and Mathematics Teaching. International Journal of Research in Education and Science , 3 (2), 636-645. Vale, M. P., & Barcillano, G. T. (2022). Student-Teachers Practicum Anxiety during the COVID-19 Pandemic. 1st INTERNATIONAL CONFERENCE ON EDUCATION 2022 COMMITTEE, Additional Declarations No competing interests reported. Supplementary Files AppendixA.docx Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 09 Jun, 2025 Reviews received at journal 25 May, 2025 Reviewers agreed at journal 22 May, 2025 Reviewers agreed at journal 21 May, 2025 Reviewers agreed at journal 20 May, 2025 Reviews received at journal 13 May, 2025 Reviewers agreed at journal 27 Apr, 2025 Reviewers agreed at journal 24 Apr, 2025 Reviewers agreed at journal 21 Apr, 2025 Reviewers invited by journal 02 Apr, 2025 Editor assigned by journal 29 Mar, 2025 Submission checks completed at journal 29 Mar, 2025 First submitted to journal 07 Mar, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6181213","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":446112802,"identity":"c3bcb03e-f8bb-4703-bda3-ee8fadc976e3","order_by":0,"name":"Albert Ntem","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA6ElEQVRIiWNgGAWjYDACdh4Yi//hAyDJw0dQCzNISwKDBFAxswFICxspWtgkQAIEtfA38x58XPnjTh2/2NljlV9z7GTYGJgfPrqBR4vEYb5kwzMJzyQkZ+el3Zbdlgx0GJuxcQ4+aw7zmEk2JByWMLidYHZbchszUAsPmzQ+LfKHecx/grTYA7UUS26rJ6zFAGgLI9gW6Rwzxo/bDhPWYgj0i2RD2mHJGbfTkqUZtx3nYWMm4Be5470HPzbYHObnn5188OPPbdX2/OzNDx/j9T4yAMcRAzOxykGA8QcpqkfBKBgFo2DEAAA9e0LAzDqqDwAAAABJRU5ErkJggg==","orcid":"","institution":"","correspondingAuthor":true,"prefix":"","firstName":"Albert","middleName":"","lastName":"Ntem","suffix":""}],"badges":[],"createdAt":"2025-03-07 23:38:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6181213/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6181213/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":81210459,"identity":"d5b5458e-20e2-4262-85a2-915868974180","added_by":"auto","created_at":"2025-04-23 13:12:19","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":21998,"visible":true,"origin":"","legend":"\u003cp\u003eFlowchart of the selection process\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6181213/v1/c6b2135cbe5ea27deadc36d9.png"},{"id":81210660,"identity":"1174a260-fd4b-48d2-918b-f631eb7d6fd0","added_by":"auto","created_at":"2025-04-23 13:20:19","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":93657,"visible":true,"origin":"","legend":"\u003cp\u003eEvolution of Publications on Teaching Anxiety\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6181213/v1/677f25a38bb5bcf5cdf7b376.png"},{"id":81210661,"identity":"7a85db5f-4b17-4234-bdeb-5b64a3802f55","added_by":"auto","created_at":"2025-04-23 13:20:19","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":54876,"visible":true,"origin":"","legend":"\u003cp\u003ePublication by Countries\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-6181213/v1/641a5d2a6a7a5dc006bf85a1.png"},{"id":81210469,"identity":"80812ff1-0203-4b8e-a1d0-c317ecadef5d","added_by":"auto","created_at":"2025-04-23 13:12:19","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":37030,"visible":true,"origin":"","legend":"\u003cp\u003eFactors Influencing Pre-Service Accounting Teachers' Instructional Anxiety\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-6181213/v1/0be8220c2aa134e75d503140.png"},{"id":81211419,"identity":"87a5d4f7-df8e-4644-83d8-18bb3134c46e","added_by":"auto","created_at":"2025-04-23 13:28:19","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1024063,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6181213/v1/d218ea89-69ed-44fd-a740-5fabbaf54d50.pdf"},{"id":81210461,"identity":"027fb83f-6d6e-4654-9a5a-3ab3ff968f4d","added_by":"auto","created_at":"2025-04-23 13:12:19","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":30650,"visible":true,"origin":"","legend":"","description":"","filename":"AppendixA.docx","url":"https://assets-eu.researchsquare.com/files/rs-6181213/v1/1d684b7370be50f69e7c5fab.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003ePre-service Accounting Teachers’ Teaching Anxiety Related Issues – a Systematic Review\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eTeacher education is designed to develop teachers\u0026rsquo; abilities and capacities in executing the teaching and learning processes while ensuring a conducive learning vicinity (Loughran, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). In addition to developing the abilities and capacities of teachers, Asare (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) indicated that teachers are expected to be efficacious regarding classroom management, instructional delivery, and student engagement. Teacher education is also expected to increase the confidence level of students through the development of their pedagogical content knowledge, which will enable teachers to exhibit low anxiety during the instructional process (Mizala et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). It has been emphasised that teachers should be developed in a manner in which they will be abreast with 21st-century skills and problem-solving abilities. Angeli and Valanides (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) and Niess (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) asserted that teacher education should focus on developing the technological pedagogical content knowledge of teachers due to the rapid modernisation and globalisation coupled with technological development. When teachers receive this holistic training and development, it enhances their self-efficacy while contributing to low anxiety during the teaching and learning processes.\u003c/p\u003e \u003cp\u003eThe profession of teaching has its own set of difficulties and obligations (Mockler \u0026amp; Groundwater-Smith, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Pre-service teachers or those pursuing certification as teachers but not yet beginning their careers in the classroom, experience a special mix of excitement and worry as they get ready to start their professions (Eren \u0026amp; \u0026Ccedil;etin, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The area of pre-service accounting teachers is where this fear is most noticeable. The development of future professionals who will make contributions to the fields of finance, business, and commerce depends in large part on their education in accounting (Lawson et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). The future workforce of accountants and financial professionals will need the information, skills, and attitudes that pre-service accounting teachers will help their students acquire. However, the journey to becoming a skilled and confident accounting educator is not without its challenges. One of these challenges concerns their anxiety about the teaching and learning process. One of the primary sources of anxiety for pre-service accounting teachers is the transition from being students themselves to becoming educators (Mer\u0026ccedil;, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The shift from absorbing knowledge to imparting it requires a profound shift in mindset, teaching techniques, and classroom management strategies.\u003c/p\u003e \u003cp\u003eTeachers\u0026rsquo; anxiety is a crucial factor that determines the teacher's effectiveness. Teacher anxiety refers to the experience of stress, worry, and apprehension that teachers may feel in relation to their roles and responsibilities in the classroom and educational environment (Alrabai, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Teacher education plays a role in ensuring a low level of anxiety in teachers about the teaching and learning process. Pre-service teachers are highly anxious about the teaching practicum, as asserted by the plethora of studies (Agustiana, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Akinsola, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Han \u0026amp; Tulgar, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Pasaribu \u0026amp; Harendita, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Tufuor Kwarteng, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). However, Mer\u0026ccedil; (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) explicitly indicated that pre-service teachers are moderately anxious about teaching practicum.\u003c/p\u003e \u003cp\u003eThis study is necessary given the increasing attention on pre-service teachers' instructional anxiety and its impact on their teaching effectiveness. Teacher education programs are designed to equip future educators with pedagogical skills, classroom management strategies, and student engagement techniques to ensure a smooth transition into professional teaching (Loughran, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). However, despite these preparations, anxiety remains a persistent challenge, particularly for pre-service accounting teachers who must balance subject mastery with effective instructional delivery (Asare, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Consequently, a systematic review of the existing literature is warranted to identify progressions in the field and uncover areas where further research is needed.\u003c/p\u003e\n\u003ch3\u003eStudy Contributions\u003c/h3\u003e\n\u003cp\u003eThis systematic review, which focuses on pre-service accounting teachers\u0026rsquo; anxiety about how they will deliver their lessons, is a noteworthy addition to the existing body of literature exploring various facets of instructional anxiety among educators. While previous studies have made strides in understanding this phenomenon, they often remained limited in their scope, focusing on individual aspects, and lacking a comprehensive overview. This study steps in to bridge these gaps, offering a more holistic view that not only acknowledges the contributions of prior research but also converges their findings into a unified framework. In the realm of practice, the study serves as a consolidation of insights from numerous related works, presenting a comprehensive picture of how anxiety levels during instructional delivery have evolved over the past two decades and can be reduced by teacher training institutions.\u003c/p\u003e \u003cp\u003eThe theoretical contributions of this review are evident in its synthesis of various studies that have explored specific issues and triggers contributing to heightened anxiety among pre-service accounting teachers. By converging these findings, the study fosters the development of a more robust theoretical framework that integrates various elements into a cohesive narrative.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eProblem Statement\u003c/h2\u003e \u003cp\u003ePre-service accounting teachers are expected to develop the confidence and instructional skills necessary for effective teaching before transitioning into full-time classroom roles (Kasimatis et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Teacher preparation programs aim to equip them with pedagogical knowledge, subject expertise, and classroom management skills to ensure seamless instructional delivery. When adequately prepared, Ma and Cavanagh (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) and Ramirez (\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) asserted that pre-service teachers should be able to engage students, employ effective teaching strategies, and adapt to classroom challenges with minimal anxiety. A well-prepared teacher enhances student learning experiences, fosters engagement, and improves overall instructional quality in accounting education.\u003c/p\u003e \u003cp\u003eHowever, research suggests that pre-service accounting teachers often experience high levels of teaching anxiety, which can negatively impact their instructional effectiveness. Studies such as Mkhize and Maistry (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) and Mkhize (\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) highlight that anxiety related to mathematics, a core component of accounting, further compounds instructional anxiety among pre-service accounting teachers. Additionally, Akinsola (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) and Peker (\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) found that pre-service teachers\u0026rsquo; teaching anxiety stems from fear of student judgment, lack of content mastery, and the pressure to deliver lessons effectively. Similarly, Asare (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) observed that pre-service teachers with low self-efficacy often experience heightened anxiety during teaching practicum, limiting their ability to experiment with innovative teaching methods. Anxiety of this nature may lead to avoidance behaviours, reduced student engagement, and lower instructional effectiveness, ultimately affecting the quality of accounting education.\u003c/p\u003e \u003cp\u003eSeveral systematic reviews have examined pre-service teachers' anxiety. Hembree (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e1990\u003c/span\u003e) and Boadu (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) used meta-analysis approaches, while Aydin (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) conducted a systematic review covering studies from 1973 to 2019. However, these reviews did not account for more recent studies post-2019, which may provide updated insights into shifts in teaching anxiety trends. Furthermore, Aydin (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) did not include studies from Africa, limiting the applicability of findings to diverse educational contexts. Although inclusion/exclusion criteria were clearly stated, some studies included in previous reviews were not directly related to pre-service teachers\u0026rsquo; instructional anxiety, raising concerns about scope and relevance. Additionally, a scoping search in PROSPERO, an international database for systematic reviews, found no registered systematic reviews specifically addressing pre-service accounting teachers' anxiety related to instructional delivery.\u003c/p\u003e \u003cp\u003eGiven these gaps, a comprehensive and up-to-date systematic review is necessary to synthesise recent findings, track changes in teaching anxiety over the past two decades, and identify persistent or emerging factors contributing to anxiety. This study seeks to provide a clearer understanding of pre-service accounting teachers' instructional anxiety and propose evidence-based strategies to mitigate it, ultimately improving teacher preparation programs and ensuring more effective instructional delivery.\u003c/p\u003e \u003c/div\u003e"},{"header":"Literature Review","content":"\u003cp\u003e\u003cstrong\u003eTheoretical Foundation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSocial Cognitive Theory (SCT) was developed by Albert Bandura in 1986 as an expansion of his earlier work on Social Learning Theory (Bandura, 1986). Bandura introduced the concept of reciprocal determinism, which suggests that behaviour, cognitive processes, and environmental influences interact dynamically to shape an individual\u0026apos;s actions. Unlike behaviourist theories that emphasise direct reinforcement, SCT posits that learning occurs through observation, imitation, and modelling. This makes it particularly relevant in education, where teachers and students learn not only from personal experience but also from observing others in instructional settings.\u003c/p\u003e\n\u003cp\u003eSCT highlights three key components that are essential to understanding teaching anxiety among pre-service accounting teachers. Self-efficacy, which refers to an individual\u0026rsquo;s belief in their ability to successfully perform a task, plays a crucial role in determining teaching confidence. Pre-service teachers with high self-efficacy are more likely to approach instructional challenges with resilience, while those with low self-efficacy may experience heightened anxiety. Another core element is vicarious learning, which occurs when individuals gain knowledge and skills by observing others. In the case of pre-service teachers, watching experienced educators manage instructional delivery can help reduce anxiety by providing practical models for effective teaching. Lastly, reciprocal determinism explains how teaching anxiety is influenced by a combination of personal attributes, instructional experiences, and environmental conditions such as classroom expectations, student behaviour, and institutional support.\u003c/p\u003e\n\u003cp\u003eSeveral studies have applied SCT to explore the relationship between self-efficacy and teaching anxiety. Klassen and Durksen (2014)) investigated how self-efficacy impacts pre-service teachers\u0026rsquo; stress and anxiety, finding that those with stronger self-beliefs in their teaching ability experienced significantly lower levels of instructional anxiety. Similarly, Putman (2012) examined the role of vicarious learning in teacher preparation, revealing that observing skilled mentors improves teaching confidence and reduces anxiety in novice educators. Fives et al. (2007) also explored how self-efficacy influences classroom management anxiety, concluding that teachers who feel competent in their ability to control classroom dynamics are less likely to experience stress and anxiety related to instructional delivery. These studies collectively emphasise the importance of building self-efficacy and providing observational learning opportunities as strategies for mitigating pre-service teachers\u0026apos; anxiety.\u003c/p\u003e\n\u003cp\u003eThe relevance of SCT to this study lies in its ability to explain the factors contributing to teaching anxiety, how it evolves over time, and possible interventions to reduce it. Pre-service accounting teachers often face anxiety due to a combination of subject complexity, student expectations, and their own perceived lack of preparedness. SCT suggests increasing self-efficacy through mentorship, guided teaching experiences, and constructive feedback can significantly reduce this anxiety. Furthermore, creating environments where pre-service teachers observe and interact with experienced educators can help them develop confidence in their instructional abilities. By situating this study within the framework of Social Cognitive Theory, it becomes possible to understand the psychological and environmental mechanisms behind teaching anxiety and to identify practical strategies for overcoming it.\u003c/p\u003e\n\u003ch3 id=\"_Toc144973202\"\u003ePre-service teachers and their anxiety about instructional delivery\u003c/h3\u003e\n\u003cp\u003ePre-service teachers are those who are being trained and prepared to work as professional educators but have not yet begun their official teaching careers (Teo, 2015). Similarly, Sharma and Sokal (2015), and Allen and Wright (2014) asserted that these people often participate in teacher education programs, which can be at the undergraduate or graduate level, and receive training to develop the knowledge, skills, and competencies essential for effective teaching in a variety of educational contexts. The term \u0026quot;pre-service\u0026quot; indicates that these individuals are undergoing training before they enter the actual teaching profession (Allen \u0026amp; Wright, 2014). They are in the stage of their education where they are learning about pedagogical theories, instructional strategies, classroom management techniques, and subject-specific content knowledge that will enable them to teach students effectively once they become full-fledged teachers (Teo, 2015). These strategies have the motive of developing the pre-service teacher holistically to have low anxiety about instructional delivery. Institutions responsible for training these teachers are mostly teacher training institutions including teacher training universities.\u003c/p\u003e\n\u003cp\u003ePre-service teachers often engage in a variety of activities during their training period, such as attending classes, observing experienced teachers in real classroom settings, participating in practicum or student teaching experiences, and completing coursework related to education and teaching methods (Sharma \u0026amp; Nuttal, 2016). These experiences help them bridge the gap between theoretical knowledge and practical application, preparing them to enter the teaching profession with a strong foundation as well as with low anxiety. However, as indicated by Teo (2015) it is important to note that \u0026quot;pre-service teachers\u0026quot; are distinct from \u0026quot;in-service teachers,\u0026quot; who are educators who are currently employed and actively teaching in classrooms. Pre-service teachers are still in the process of acquiring their teaching qualifications and have not yet taken on full teaching responsibilities.\u003c/p\u003e\n\u003cp\u003eIn addition, pre-service teachers\u0026rsquo; anxiety describes the unease, worry, and trepidation that people who are through teacher training have before or during the activities and duties that are associated with teaching (Han \u0026amp; Tulgar, 2019). These worries are unique to the time when people are getting ready to become teachers but have not yet started their official jobs as fully qualified teachers. The literature review by the researcher uncovered the following range of factors, situations, and challenges that can trigger pre-service teacher anxiety. They include but are not limited to heavy workload, confidence level, lesson supervision, classroom management, lesson planning, and delivery, students\u0026rsquo; engagement, assessment and evaluation, and transition to a professional role (Asare, 2021; Boadu, 2014; Boyd et al., 2014; Han \u0026amp; Tulgar, 2019; Pasaribu \u0026amp; Harendita, 2018; Tufuor Kwarteng, 2018). This study, however, focuses on the anxiety of teachers as they transition to professional teachers. After pre-service teachers have completed their educational training, they are required to commence teaching as professional teachers. Being inducted into the classroom as a professional teacher comes with some level of anxiety, panic, and fear (Akinsola, 2014). Several as indicated (Asare, 2021; Boadu, 2014; Boyd et al., 2014; Han \u0026amp; Tulgar, 2019; Pasaribu \u0026amp; Harendita, 2018; Tufuor Kwarteng, 2018) contributes to this anxiety. Teacher education is therefore expected to develop the teachers in a manner that mitigates their anxiety.\u0026nbsp;\u003c/p\u003e\n\u003ch3 id=\"_Toc144973203\"\u003ePre-service teachers\u0026rsquo; anxiety review articles\u003c/h3\u003e\n\u003cp\u003eThe researchers\u0026rsquo; search uncovered two key related articles in the last decade. The first by Akinsola (2014) was conducted to assess pre-service teachers\u0026apos; teaching anxiety. A survey consisting of 23 items, exhibiting a reliability index of r = 0.87, was administered to a cohort of 140 students during their enrolment in the 300 and 400 academic levels. Akinsola (2014), employs the Chi-square test, and an analysis was conducted to explore the potential correlations between teaching anxiety experienced by student teachers. The findings highlighted notable relationships across 12 of the questionnaire items. Specifically, anxiety was notably linked to challenges related to classroom management, undergoing evaluation by supervising authorities, establishing rapport with both students and subject educators, as well as achieving instructional objectives. Although Akinsola (2014) assessment encompassed information and materials relevant to pre-service teachers\u0026apos; anxiety up until 2014, the discussion does not adhere to the systematic literature review framework, as outlined by (Kunisch et al., 2018). The second and more recent review, by\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTufuor Kwarteng (2018), is an unpublished research paper in the University of Cape Coast institutional repository. The researcher employed a descriptive survey method involving a total of 245 final-year pre-service accounting teachers at the University of Cape Coast, Ghana. From the study pool, a random sample of 100 participants was selected to complete the Student Teacher Anxiety Scale (STAS), originally developed by Hart (1987) and later adapted by Morton, Vesco, Williams, and Awender (1997). The data collection process took place over a period of four weeks during the practicum assignments of the pre-service teachers. The analysis of the collected data involved both descriptive and inferential statistical techniques. The results indicated that pre-service accounting teachers exhibited anxiety concerning their teaching practicum. The anxiety encompassed various aspects, including their professional readiness, interactions with regular school staff, classroom management, effective lesson delivery, and assessment of their performance. Additionally, the findings indicated that age and prior teaching experience had no significant impact on pre-service teachers\u0026apos; anxiety levels during the practicum.\u003c/p\u003e\n\u003cp\u003eAs teacher training universities and colleges incorporate online teaching into traditional in-person teaching procedures coupled with the ever-changing teaching and learning process to develop students\u0026apos; 21st-century skills, the allure for the effective and efficient instructional process has grown, encompassing even the anxiety experienced by pre-service teachers regarding instructional delivery.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eSystematic review study uses different methods and approaches compared to empirical studies (Boland et al., 2017). Systematic review study follows distinctive methods of collecting, describing, analysing, and reporting data (Gough et al., 2017). This study employs a systematic review approach to collect and interpret data in response to the research questions. However, (Ahsan et al., 2022) asserted that by analysing descriptive data and content criteria, a systematic review of the literature can be carried out to transform unstructured material into a meaningful format.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis study employed a thematic descriptive analysis of the relevant articles. The themes were developed from the research questions. They include the trend of publications on pre-service anxieties, factors that increase or influence pre-service teachers\u0026apos; anxiety about instructional delivery, and remedies to alleviate the anxiety faced by pre-service teachers regarding instructional delivery. To ensure a comprehensive and rigorous approach, the three-stage (planning, executing, reporting) procedure for systematic review, as indicated by Cai and Lo (2020), and Denyer and Tranfield (2009) was adopted. The three-stage procedure was organised under the following headings: search strategy, inclusion/exclusion criteria, screening and selection, and data analysis.\u0026nbsp;\u003c/p\u003e\n\u003ch2 id=\"_Toc144973205\"\u003eSearch Strategy\u003c/h2\u003e\n\u003cp\u003eSeveral databases exist with tremendous articles (Berg et al., 2013). Most of the databases are designed for specific disciplines, while others are multidisciplinary in nature (Gasparyan et al., 2013). It is worth noting that most universities have created institutional repositories to host both published and unpublished research papers. While one can get access to articles by visiting individual databases, the approach as indicated by Gagnon (2007) is sometimes considered tedious and demanding. Attempts have been made to integrate the various databases (Gagnon, 2007). One of the most prominent integrated databases that access majority of the individual databases including institutional repositories is Google Scholar (Cabezas-Clavijo \u0026amp; Delgado-L\u0026oacute;pez-C\u0026oacute;zar, 2013). Google Scholar is popularly used to search for all kinds of articles and online e-books across a wide range of disciplines including unpublished articles found in institutional repositories. This study, therefore, utilized Google Scholar to access all the 110 articles used in the review as indicated in Figure 1. The use of one integrated database also aided the researcher in reducing the duplication of articles.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe researcher adopted the use of keywords including synonyms to uncover relevant and related articles. References, cited by, and related articles were also used to unearth related articles to the phenomenon. Some of the keywords include pre-service teacher and teaching anxiety, student-teacher and teaching anxiety, pre-service teacher and instructional stress, pre-service teacher and fear of teaching, fear of teaching among student teachers, anxiety about teaching practice, anxiety about teaching practicum, teaching practicum, teaching practice, etc. The researcher also used Litmap software to locate and identify related articles.\u0026nbsp;\u003c/p\u003e\n\u003ch2 id=\"_Toc144973206\"\u003eInclusion/Exclusion Criteria\u003c/h2\u003e\n\u003cp\u003eOne of the pertinent steps in the systematic review process is deciding and setting your inclusion/exclusion criteria (Boland et al., 2017; Gough et al., 2017). The inclusion/exclusion set frame for the articles to be included and those that need to be exempted based on established criteria mostly depends on the review or research questions (Baloyi, 2016). Gough et al. (2017) asserted that there are established inclusion/exclusion criteria that are mostly adopted or adopted by researchers. Some of the established frameworks include PICO, which stands for population, intervention, comparator, and outcome. Occasionally, people also include study design and setting, therefore turning PICO into PICOSS. With this in mind, the researcher adapted a more general summary of the inclusion/exclusion criteria, as shown in Figure 1.\n \u003c!--[if gte vml 1]\u003e\u003c/o:wrapblock\u003e\u003c![endif]--\u003e\u003cbr\u003eThe inclusion criteria for this study include all studies published in the English language on pre-service teachers\u0026rsquo; anxiety about instructional delivery, studies conducted from 1979 to date, studies with access and availability of abstracts, and both published and unpublished articles. The study excluded conference or seminar papers, articles on students\u0026rsquo; anxiety about learning, and books.\u003c/p\u003e\n\u003cp id=\"_Toc191909361\"\u003eFrom Figure 1, 110 articles representing 73.83% were included in the review. The unpublished articles are those uncovered in the university institutional repository. Two of the articles were written in French and Spanish, respectively. Articles without abstracts were three while one article was not discovered. Articles unrelated to the specific research questions were 17 in number. A further search in outside online journals did not discover any articles. \u0026nbsp;\u003c/p\u003e\n\u003ch2 id=\"_Toc144973207\"\u003eScreening and Selection\u003c/h2\u003e\n\u003cp\u003eThe screening and selection process identifies and eliminates unrelated and irrelevant articles to the research questions (Gough et al., 2017). Several strategies, both manual and automated processes, are available to researchers to screen and select the appropriate articles for the review (Boland et al., 2017). For the screening and selection, the researcher used Endnote version 20, and the find and replace option in Microsoft Word to identify duplicated, unavailable abstracts, and unrelated articles.\u003c/p\u003e\n\u003ch2 id=\"_Toc144973208\"\u003eExtraction of Data\u003c/h2\u003e\n\u003cp\u003eGough et al. (2017) and Boland et al. (2017) opine that specific data needed by the research to conduct the review must be extracted. This indicates that not all data presented in the articles will be used for analysis. Mostly, the specific data needed depends on the review methodology and the stated research questions (Buscemi et al., 2006; Jonnalagadda et al., 2015). This study adopted thematic descriptive analysis; hence, it extracted the bibliographic characteristics such as the author\u0026apos;s name, year of publication, country of publication, the title of the article, and research findings, as shown in Appendix A. The specific findings of the articles were not included in the table in Appendix A but can be provided upon request.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethodologies Used in Studies on Pre-Service Teachers\u0026rsquo; Teaching Anxiety\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearch on pre-service teachers\u0026rsquo; teaching anxiety has employed various quantitative, qualitative, and mixed-methods approaches, utilising different research designs, sampling techniques, and data analysis methods. While some studies focused on self-reported anxiety through surveys, others used interviews and observations to explore anxiety triggers and coping mechanisms in depth as detailed below.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Approach and Design\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMost studies utilised a quantitative approach to measure teaching anxiety levels using standardised instruments and statistical analysis. Peker (2009), Akinsola (2014), Capel (1997), Aydin (2021), Ashcraft (2002), Bekdemir (2010), Novak and Tassell (2017), Taley et al. (2021), and Patkin and Greenstein (2020) used descriptive survey and correlational designs to explore relationships between teaching anxiety and factors such as subject difficulty, self-efficacy, and instructional performance. Similarly, Ameen et al. (2002), Gardner and Leak (1994), and Fish and Fraser (2001) employed correlational designs to examine gender-based differences and subject-specific anxiety.\u003c/p\u003e\n\u003cp\u003eConversely, some studies adopted qualitative approaches to explore teachers\u0026apos; personal experiences with anxiety. Ali (2011), Sammephet and Wanphet (2013), and Pasaribu and Harendita (2018) employed phenomenological designs, using interviews and reflective journals to understand pre-service teachers\u0026rsquo; lived experiences. Kim and Kim (2004) and Yoon (2012) used case study designs to analyse the unique challenges faced by non-native English-speaking teachers. Roach (2003), Morton et al. (1997), Sinclair and Ryan (1987), and Song and Park (2019) investigated anxiety triggers in specific teaching environments.\u003c/p\u003e\n\u003cp\u003eSome researchers utilised mixed-methods approaches, integrating quantitative surveys with qualitative interviews or observations. Murray-Harvey et al. (2000), Abebe and Shaughnessy (1997), and Prachagool et al. (2021) combined survey data and focus group discussions to explore teaching anxiety and coping mechanisms. Novak \u0026amp; Wisdom (2018) and Chiu \u0026amp; Churchill (2016) examined the impact of digital learning tools on anxiety through pre-and-post surveys supplemented by participant reflections. Bowers et al. (1983) and Adams (1999, 2001) used quasi-experimental designs to evaluate interventions to reduce teaching anxiety.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSampling Approach and Sample Size\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMost studies used purposive or convenience sampling to select pre-service teachers currently engaged in teaching practicums. Pasaribu and Harendita (2018) and Ali (2011) selected 10\u0026ndash;20 participants for qualitative interviews to gather detailed narratives. Murray-Harvey et al. (2000) and Buchler (2013) examined over 200 participants to conduct statistical comparisons across different anxiety-inducing scenarios.\u003c/p\u003e\n\u003cp\u003eFor quantitative studies, Peker (2009), Akinsola (2014), and Boonmoh \u0026amp; Kamsa-ard (2023) employed random and stratified sampling, selecting 100\u0026ndash;250 pre-service teachers to ensure representativeness. Aydin (2021), Bekdemir (2010), and Taley et al. (2021) analysed large datasets, reviewing thousands of participants from multiple regions. Weems et al. (2010) and Lyons \u0026amp; Beilock (2012) used stratified sampling to explore gender-based differences in teaching anxiety.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection Instruments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStructured questionnaires were the primary data collection tool in quantitative studies, often using Likert-scale measures to assess teaching anxiety. Akinsola (2014), Takahashi (2014), Levine (1993), and Peker (2009) used pre-validated teaching anxiety scales. Buchler (2013) and Ameen et al. (2002) developed customised instruments for subject-specific teaching anxiety.\u003c/p\u003e\n\u003cp\u003eQualitative studies relied on semi-structured interviews, focus groups, and reflective journals. Ali (2011) and Sammephet and Wanphet (2013) conducted in-depth interviews to explore sources of anxiety. Prachagool et al. (2021) and Novak and Wisdom (2018) used reflective journals, where participants recorded their anxiety levels throughout their teaching practicum. Bowers et al. (1983) and Seckin and Yilmaz (2014) used participant observation to document real-time anxiety in teaching settings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis Techniques\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMost quantitative studies applied descriptive statistics (mean, standard deviation, percentages) to summarise teaching anxiety trends. Peker (2009), Akinsola (2014), and Rieg et al. (2007) employed ANOVA to compare anxiety levels across different teacher demographics. Fish and Fraser (2001) used regression analysis to identify key predictors of teaching anxiety.\u003c/p\u003e\n\u003cp\u003eFor qualitative studies, thematic analysis was the most commonly used approach. Ali (2011), Pasaribu and Harendita (2018), and Morton et al. (1997) categorised responses into themes such as supervision-related anxiety, classroom management challenges, and self-efficacy concerns. Sinclair and Ryan (1987) and Sharp and Forman (1985) coded interview responses to identify patterns in assessment anxiety and coping mechanisms.\u003c/p\u003e\n\u003cp\u003eMixed-methods studies combined statistical analysis with qualitative insights. Patkin \u0026amp; and Greenstein (2020) and Agustiana (2014) used descriptive trends and thematic coding to offer a holistic understanding of teaching anxiety factors and intervention strategies.\u003c/p\u003e"},{"header":"Results and Discussions","content":"\u003cp\u003eThe results and discussion of the review are organised in the research questions below. \u003c/p\u003e\n\u003ch2 id=\"_Toc144973210\"\u003eResearch Question One: Evolution of Publications on Pre-Service Teachers Teaching Anxiety\u003c/h2\u003e\n\u003cp\u003eThe research question one of this study aimed at exploiting the evolution of teaching anxiety among pre-service teachers. Using Microsoft Excel, the frequency distribution of the evolution of teachers\u0026rsquo; anxiety about teaching is presented in Figure 2.\u003c/p\u003e\n\u003cp\u003eThe phenomenon gained the attention of the research community as early as 1979. The was conducted by Preece (1979) and titled \u0026ldquo;Student-teacher anxiety and class‐control problems on teaching practice: A cross‐lagged panel analysis\u0026rdquo;. Three studies were then published in 1987 indicating how the subject matter gained some popularity in that year. The majority of studies (n = 12, 10.90%) were conducted in 2014. However, six studies were conducted in 2009. Pre-service teachers\u0026rsquo; anxiety about teaching has gained the attention of stakeholders for the past 50 decades. \u003c/p\u003e\n\u003ch2 id=\"_Toc144973211\"\u003eCountries of Publications\u003c/h2\u003e\n\u003cp\u003ePublication of articles by their country is presented in \u003cem\u003eFigure 3\u003c/em\u003e. The aim is to establish how the phenomenon has been investigated across the regions over the years. \u003c/p\u003e\n\u003cp\u003eUnited States of America and Turkey had the highest publications of (n = 34, 30.31%) and (n = 31, 28.18%) respectively. The review study conducted by (Aydin, 2021) failed to include studies conducted in Africa. This study chanced on three, two, and one articles from Ghana, Nigeria, and South Africa respectively.\u003c/p\u003e\n\u003cp id=\"_Toc144973213\"\u003eResearch Question Two:\u003cem\u003e \u003c/em\u003eThe specific issues and factors that increase the anxiety of pre-service accounting teachers when it comes to instructional delivery.\u003c/p\u003e\n\u003cp\u003eThe goal of research question two is to establish factors, issues as well and events that trigger or increase pre-service accounting teachers\u0026rsquo; anxiety about instructional delivery. The 110 articles reviewed confirmed that pre-service teachers experience an amount of anxiety (low, moderate, or high) about their teaching. The reviewed articles identified common factors, issues, or events that trigger pre-service teachers\u0026rsquo; anxiety across multiple disciplines and were used to conclude on the teaching anxiety of pre-service accounting teachers. \u003c/p\u003e\n\u003cp\u003eMajority of the studies (Abebe \u0026amp; Shaughnessy, 1997; Agustiana, 2014; Akinsola, 2014; Ali, 2011; Asare, 2021; Capel, 1997; Daniels et al., 2011; Ekşi \u0026amp; Yılmaz Yakışık, 2016; Hart, 1987; Mahmoudi, 2016; Morton et al., 1997; Ngidi \u0026amp; Sibaya, 2003; Paker, 2011; Pasaribu \u0026amp; Harendita, 2018; Sammephet \u0026amp; Wanphet, 2013; Taley et al., 2021) found that pre-service teachers are very anxious when they are being supervised/evaluated/assessed. There is natural anxiety when one is about to perform a task that requires supervision or assessment. This has been evident in several other situations and events, such as writing exams, going for an interview, including being supervised by a professional teacher or lecturer. Students\u0026rsquo; teachers demonstrated this as the most prevalent factor contributing to their teaching anxiety.\u003c/p\u003e\n\u003cp\u003eTeachers have several duties to perform during the teaching and learning process (Tamrin et al., 2017). Some of these duties are mandatory to ensure an effective instructional process. The studies reviewed indicated that pre-service teachers are anxious about classroom management, including controlling the activities in the classroom (Agustiana, 2014; Akinsola, 2014; Ali, 2011; Han \u0026amp; Tulgar, 2019; Morton et al., 1997; Paker, 2011; Preece, 1979; Rieg et al., 2007). Pre-service are either worried about how to manage or control the class or are concerned about the method to employ in effectively controlling or managing activities including deviant behaviour in the classroom.\u003c/p\u003e\n\u003cp\u003eFurthermore, when students perceive that a certain course or subject is difficult vis-\u0026agrave;-vis academic performance, it tends to create some level of anxiety. On several occasions, students become anxious about taking a test in mathematics (Khasawneh et al., 2021). This level of test anxiety is a result of the perceived difficulty of the mathematics subject. Similarly, when student\u0026rsquo;s teachers perceive a particular course or subject to be difficult, they tend to be anxious (Ashcraft, 2002; Bates et al., 2013; Bekdemir, 2010; Gresham, 2018; Lyons \u0026amp; Beilock, 2012; Unlu et al., 2017). However, Haciomeroglu (2014) concluded on the contrary that subject difficulties do not influence the anxiety of pre-service teachers. It is worth noting that most of the studies (Bates et al., 2013; Bekdemir, 2010; Gresham, 2018; Lyons \u0026amp; Beilock, 2012; Unlu et al., 2017) were conducted on mathematics pre-service teachers. Accounting as a discipline shares similar sentiments in terms of perceived difficulty. Sacarin et al. (2013) asserted that students perceive International Financial Reporting Courses (IFRSs) to be difficult. Hence, similar anxiety is expected to be exhibited among pre-service accounting teachers. This assertion was confirmed by Tufuor Kwarteng (2018). \u003c/p\u003e\n\u003cp\u003eIn addition, low confidence in one\u0026apos;s ability and capability to instruct vis-\u0026agrave;-vis low self-efficacy contributes to pre-service teachers\u0026apos; high level of anxiety (Chen Musgrove \u0026amp; Schussler, 2020; Giovanelli, 2015; Machida, 2016; Pasaribu \u0026amp; Harendita, 2018; Peker, 2016; Taley et al., 2021). This indicates an inverse relationship between self-efficacy and anxiety. However, Asare (2021) found no nexus between pre-service teachers\u0026apos; self-efficacy and anxiety levels. \u003c/p\u003e\n\u003cp\u003eThe experience level of pre-service teachers is also related to their anxiety level. A plethora of studies (Agustiana, 2014; Akinsola, 2014; Kesen \u0026amp; Aydın, 2014; Murray-Harvey et al., 2000) concluded that pre-service teachers are very anxious at their first teaching practice but exhibit moderate and low anxiety subsequently. Similarly, Sinclair and Ryan (1987) asserted that adequate experience with a subject matter helps reduce anxiety. \u003c/p\u003e\n\u003cp\u003ePertaining to anxiety among genders, females were observed to be more anxious than males in pre-service teachers (Fish \u0026amp; Fraser, 2001; Morton et al., 1997; \u0026Ouml;zen \u0026amp; \u0026Ouml;zt\u0026uuml;rk, 2016; Topoğlu, 2020). Also, a high anxiety level was observed with teachers instructing online (Boonmoh \u0026amp; Kamsa-ard, 2023; Chiu \u0026amp; Churchill, 2016; Ramazanoglu \u0026amp; Toytok, 2018; Tatar et al., 2015; Vale \u0026amp; Barcillano, 2022). This level of anxiety is attributed to unfamiliarity with the use of online gadgets like computers and online platforms. \u003c/p\u003e\n\u003cp\u003eIn summary, Pre-service teachers experience instructional anxiety due to various factors, including high stress from supervision and assessment, uncertainty in classroom management, and the \u003cbr\u003eperceived difficulty of subjects like accounting and mathematics. Low self-efficacy further contributes to heightened anxiety, while experience helps reduce it over time. Gender differences reveal that female pre-service teachers report higher anxiety levels, and the shift to online teaching introduces additional stress due to unfamiliarity with digital tools. This is summarised in \u003cem\u003eFigure 4\u003c/em\u003e.\u003c/p\u003e\n\u003cp\u003eResearch Question Three: Remedies have been suggested in the literature to lessen the anxiety that pre-service accounting teachers feel when executing instructional delivery.\u003c/p\u003e\n\u003cp\u003eThis research question aimed to identify comprehensive mechanisms to alleviate or mitigate, if not curtail, the anxiety level pre-service teachers encounter during instructional delivery. A review of articles by the researcher identified some empirical remedies to lessen the level of anxiety encountered by pre-service accounting teachers. \u003c/p\u003e\n\u003cp\u003eLow self-efficacy was identified to be a triggering factor of anxiety; hence, ensuring development and increasing pre-service efficacy level will go a long way to reduce their teaching anxiety (Gresham \u0026amp; Burleigh, 2019; Pasaribu \u0026amp; Harendita, 2018; Taley et al., 2021). Factors that increase the self-efficacy level of pre-service teachers must be encouraged at the various teacher training institutions. \u003c/p\u003e\n\u003cp\u003eSimilarly, suitable teaching practicum programs at various levels can also mitigate the level of anxiety experienced by pre-service teachers (Gresham \u0026amp; Burleigh, 2019; Murat, 2009; Payne \u0026amp; Manning, 1990). Regular workshops to improve the experience level of teachers also aid in reducing their anxiety (Payne \u0026amp; Manning, 1990; Pelton, 2014). In addition, pre-service teachers should devise personal strategies to alleviate teaching anxiety (Pasaribu \u0026amp; Harendita, 2018; Sammephet \u0026amp; Wanphet, 2013). Furthermore, controlling disruptive students also helps in reducing anxiety during instructional processes (Abebe \u0026amp; Shaughnessy, 1997; Fish \u0026amp; Fraser, 2001). Other remedies, such as reformed-based strategies (Burleigh, 2017; Gresham \u0026amp; Burleigh, 2019) and adapting to suitable teaching structures (Brown et al., 2012; \u0026Ouml;zdemir \u0026amp; Seker, 2017) have been empirically tested and proven to reduce teaching anxiety. \u003c/p\u003e\n\u003cp\u003eKey strategies for reducing pre-service teachers\u0026rsquo; instructional anxiety discovered from the review include enhancing self-efficacy through targeted development programs and fostering confidence in their teaching abilities. Structured teaching practicum experiences, along with regular workshops, can provide hands-on experience and gradually reduce anxiety levels. Additionally, pre-service teachers should adopt personal coping strategies and classroom management techniques to handle disruptive students effectively. Reform-based strategies and adapting to suitable teaching structures have also been found to significantly lower teaching anxiety, emphasising the need for teacher training institutions to integrate these approaches into their programs.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe goal of this systematic review was to explore the teaching anxiety-related issues encountered by pre-service accounting teachers during instructional delivery. To achieve this, three research questions were formulated: (1) How has the anxiety of instructional delivery among pre-service accounting teachers changed over the last two decades? (2) What specific issues and factors increase the anxiety of pre-service accounting teachers when it comes to instructional delivery? (3) What remedies have been suggested in the literature to lessen the anxiety that pre-service accounting teachers feel when executing instructional delivery? Through a systematic review approach, this study synthesised and analysed the complex and multifaceted issues surrounding teaching anxiety, offering a deeper understanding of its progression, triggers, and potential solutions.\u003c/p\u003e \u003cp\u003eThe findings revealed that teaching anxiety among pre-service teachers has been a topic of academic discussion since 1979, gaining increased attention in the 2000s, particularly in 2009, 2011, 2013, and 2014. Various factors contribute to the heightened anxiety levels among pre-service accounting teachers, including evaluation and supervision during teaching practice, classroom management difficulties, low self-efficacy and confidence, and perceived subject difficulty. Gender disparities were also evident, with female pre-service teachers experiencing higher levels of anxiety than their male counterparts.\u003c/p\u003e \u003cp\u003eTo mitigate these challenges, the review identified several empirically supported strategies, including structured and well-supported teaching practice programs, targeted interventions to boost pre-service teachers\u0026rsquo; self-efficacy and confidence, training on classroom management techniques, and strategies to handle disruptive students. Additionally, reformed-based approaches and the adaptation of suitable teaching structures were found to be effective in reducing instructional anxiety. These insights highlight the need for teacher education programs to incorporate anxiety-reduction strategies to ensure that pre-service teachers enter the profession with confidence and competence, ultimately improving the quality of instructional delivery in accounting education.\u003c/p\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eRecommendation\u003c/h2\u003e \u003cp\u003eBased on the conclusions drawn from this study, it is recommended that comprehensive and empirically tested approaches should be developed to mitigate all forms of instructional anxiety among pre-service teachers. Teacher training institutions should integrate proven anxiety-reduction strategies, such as structured teaching practicums, mentorship programs, and self-efficacy-building interventions, into their curricula to better prepare future educators for classroom realities. Additionally, workshops and professional development sessions focused on classroom management, student engagement techniques, and coping strategies should be incorporated into teacher education programs.\u003c/p\u003e \u003cp\u003eFurther empirical research should also be conducted, particularly in emerging economies, to gain deeper insights into the contextual factors influencing pre-service teachers' anxiety. This will help identify culturally and structurally relevant remedies that align with specific educational systems and teacher training models. Given the growing emphasis on digital education, research should also explore the impact of online teaching on instructional anxiety and develop targeted interventions to support pre-service teachers in virtual learning environments.\u003c/p\u003e \u003cp\u003eBy implementing these recommendations, teacher training institutions can create a more supportive learning environment that enhances teaching confidence, reduces anxiety-related barriers, and ultimately improves instructional effectiveness. Addressing instructional anxiety at the pre-service level will contribute to a more resilient and well-equipped teaching workforce, ensuring better educational outcomes for both teachers and students.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eLimitations of the Study\u003c/h2\u003e \u003cp\u003eDespite the comprehensive nature of this systematic review, certain limitations should be acknowledged. First, the study relied solely on existing literature, which may have excluded relevant unpublished studies or those not indexed in major databases, leading to potential publication bias. Additionally, while the inclusion and exclusion criteria ensured a focused review, some relevant studies may have been omitted due to differences in methodological approaches or contextual variations. Furthermore, the study primarily focused on pre-service accounting teachers, which may limit its applicability to other subject areas where teaching anxiety may manifest differently. Finally, the study did not conduct primary data collection, meaning the findings are dependent on the accuracy and reliability of the reviewed literature.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAbout the Author\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAlbert Ntem is an Associate Member of the Institute of Chartered Accountants, Ghana (ICAG) and an MPhil Accounting student at the University of Cape Coast, Cape Coast, Ghana, West Africa. His academic and research interests are centred around accounting teacher education and the corporate world. He is deeply interested in applying International Financial Reporting Standards (IFRS) and International Education Standards (IES) in accounting education, as well as in solving business-related issues using a research-based approach or other technological means. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere is no funding for this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author confirms that all data generated or analysed during this study are included in this manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThere are no competing interests in this manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Ethics Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study meets all ethical considerations employed in systematic reviews. It adheres to principles of transparency, objectivity, and integrity. The study ensures proper citation of sources, avoids plagiarism, and maintains neutrality in data interpretation. No human or animal subjects were involved, eliminating the need for ethical approval.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish Declaration\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate Declaration\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA.N. conceptualized the study, conducted the systematic review, and extracted relevant data from the selected studies. A.N. also performed the analysis, synthesized the findings, and developed the manuscript. Additionally, A.N. handled the revision process and ensured the study adhered to academic standards. All work was independently completed by A.N., who reviewed and approved the final manuscript for submission.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbebe, S., \u0026amp; Shaughnessy, M. F. (1997). Strengthening the Teaching Profession: Preparing Educators To Cope with Stress.\u003c/li\u003e\n\u003cli\u003eAgustiana, V. (2014). PRE-SERVICE TEACHERS\u0026acirc;\u0026euro;\u0026trade; ANXIETY DURING TEACHING PRACTICUM. \u003cem\u003eEnglish Review: Journal of English Education\u003c/em\u003e,\u003cem\u003e 2\u003c/em\u003e(2), 174-182.\u003c/li\u003e\n\u003cli\u003eAhsan, K., Akbar, S., \u0026amp; Kam, B. (2022). Contract cheating in higher education: a systematic literature review and future research agenda. \u003cem\u003eAssessment \u0026amp; Evaluation in Higher Education\u003c/em\u003e,\u003cem\u003e 47\u003c/em\u003e(4), 523-539.\u003c/li\u003e\n\u003cli\u003eAkinsola, M. K. (2014). Assessing pre-service teachers teaching anxiety. \u003cem\u003eAmerican Journal of Educational Research\u003c/em\u003e,\u003cem\u003e 2\u003c/em\u003e(12A), 41-44.\u003c/li\u003e\n\u003cli\u003eAli, M. (2011). Sources of foreign language student teacher anxiety: A qualitative inquiry. \u003cem\u003eTurkish Online Journal of Qualitative Inquiry\u003c/em\u003e,\u003cem\u003e 2\u003c/em\u003e(4), 80-94.\u003c/li\u003e\n\u003cli\u003eAllen, J. M., \u0026amp; Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. \u003cem\u003eTeachers and teaching\u003c/em\u003e,\u003cem\u003e 20\u003c/em\u003e(2), 136-151.\u003c/li\u003e\n\u003cli\u003eAlrabai, F. (2015). The influence of teachers\u0026apos; anxiety-reducing strategies on learners\u0026apos; foreign language anxiety. \u003cem\u003eInnovation in Language Learning and Teaching\u003c/em\u003e,\u003cem\u003e 9\u003c/em\u003e(2), 163-190.\u003c/li\u003e\n\u003cli\u003eAngeli, C., \u0026amp; Valanides, N. (2014). \u003cem\u003eTechnological pedagogical content knowledge: Exploring, developing, and assessing TPCK\u003c/em\u003e. Springer.\u003c/li\u003e\n\u003cli\u003eAsare, P. Y. (2021). \u003cem\u003ePreservice management teachers\u0026rsquo; self-efficacy and anxiety about teaching practicum\u003c/em\u003e University of Cape Coast].\u003c/li\u003e\n\u003cli\u003eAshcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. \u003cem\u003eCurrent directions in psychological science\u003c/em\u003e,\u003cem\u003e 11\u003c/em\u003e(5), 181-185.\u003c/li\u003e\n\u003cli\u003eAydin, S. (2021). A Systematic Review of Research on Teaching Anxiety. \u003cem\u003eInternational Online Journal of Education and Teaching\u003c/em\u003e,\u003cem\u003e 8\u003c/em\u003e(2), 730-761.\u003c/li\u003e\n\u003cli\u003eBaloyi, W. t. H. (2016). Systematic review as a research method in postgraduate nursing education. \u003cem\u003ehealth sa gesondheid\u003c/em\u003e,\u003cem\u003e 21\u003c/em\u003e(1), 120-128.\u003c/li\u003e\n\u003cli\u003eBandura, A. (1986). Social foundations of thought and action. \u003cem\u003eEnglewood Cliffs, NJ\u003c/em\u003e,\u003cem\u003e 1986\u003c/em\u003e(23-28), 2.\u003c/li\u003e\n\u003cli\u003eBates, A. B., Latham, N. I., \u0026amp; Kim, J.-a. (2013). Do I Have to Teach Math? Early Childhood Pre-Service Teachers\u0026apos; Fears of Teaching Mathematics. \u003cem\u003eIssues in the undergraduate mathematics preparation of school teachers\u003c/em\u003e,\u003cem\u003e 5\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eBekdemir, M. (2010). The pre-service teachers\u0026rsquo; mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. \u003cem\u003eEducational studies in mathematics\u003c/em\u003e,\u003cem\u003e 75\u003c/em\u003e(3), 311-328.\u003c/li\u003e\n\u003cli\u003eBerg, K. L., Seymour, T., \u0026amp; Goel, R. (2013). History of databases. \u003cem\u003eInternational Journal of Management \u0026amp; Information Systems (IJMIS)\u003c/em\u003e,\u003cem\u003e 17\u003c/em\u003e(1), 29-36.\u003c/li\u003e\n\u003cli\u003eBoadu, G. (2014). Anxieties faced by history student-teachers during teaching practice. \u003cem\u003eJournal of Education and Practice\u003c/em\u003e,\u003cem\u003e 5\u003c/em\u003e(10), 138-143.\u003c/li\u003e\n\u003cli\u003eBoland, A., Dickson, R., \u0026amp; Cherry, G. (2017). Doing a systematic review: A student\u0026apos;s guide. \u003cem\u003eDoing a Systematic Review\u003c/em\u003e, 1-304.\u003c/li\u003e\n\u003cli\u003eBoonmoh, A., \u0026amp; Kamsa-ard, T. (2023). Pre-service EFL Teachers\u0026apos; Anxiety regarding the Online Teaching Practicum during the COVID-19 Pandemic: Thailand Case Study. \u003cem\u003eTESL-EJ\u003c/em\u003e,\u003cem\u003e 27\u003c/em\u003e(1).\u003c/li\u003e\n\u003cli\u003eBoyd, W., Foster, A., Smith, J., \u0026amp; Boyd, W. E. (2014). Feeling good about teaching mathematics: Addressing anxiety amongst pre-service teachers. \u003cem\u003eCreative Education\u003c/em\u003e,\u003cem\u003e 2014\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eBrown, A., Westenskow, A., \u0026amp; Moyer-Packenham, P. (2012). Teaching anxieties revealed: Pre-service elementary teachers\u0026rsquo; reflections on their mathematics teaching experiences. \u003cem\u003eTeaching Education\u003c/em\u003e,\u003cem\u003e 23\u003c/em\u003e(4), 365-385.\u003c/li\u003e\n\u003cli\u003eBurleigh, C. (2017). \u003cem\u003eExploring Early Childhood Preservice Teachers\u0026apos; Mathematics Anxiety and Mathematics Efficacy Beliefs: A Multiple Case Study\u003c/em\u003e Northcentral University].\u003c/li\u003e\n\u003cli\u003eBuscemi, N., Hartling, L., Vandermeer, B., Tjosvold, L., \u0026amp; Klassen, T. P. (2006). Single data extraction generated more errors than double data extraction in systematic reviews. \u003cem\u003eJournal of clinical epidemiology\u003c/em\u003e,\u003cem\u003e 59\u003c/em\u003e(7), 697-703.\u003c/li\u003e\n\u003cli\u003eCabezas-Clavijo, A., \u0026amp; Delgado-L\u0026oacute;pez-C\u0026oacute;zar, E. (2013). Google Scholar and the h-index in biomedicine: the popularization of bibliometric assessment. \u003cem\u003eMedicina Intensiva (English Edition)\u003c/em\u003e,\u003cem\u003e 37\u003c/em\u003e(5), 343-354.\u003c/li\u003e\n\u003cli\u003eCai, Y.-J., \u0026amp; Lo, C. K. (2020). Omni-channel management in the new retailing era: A systematic review and future research agenda. \u003cem\u003eInternational Journal of Production Economics\u003c/em\u003e,\u003cem\u003e 229\u003c/em\u003e, 107729.\u003c/li\u003e\n\u003cli\u003eCapel, S. A. (1997). Changes in students\u0026rsquo; anxieties and concerns after their first and second teaching practices. \u003cem\u003eEducational Research\u003c/em\u003e,\u003cem\u003e 39\u003c/em\u003e(2), 211-228.\u003c/li\u003e\n\u003cli\u003eChen Musgrove, M. M., \u0026amp; Schussler, E. E. (2020). The Ph. D. Panic: Examining the relationships among teaching anxiety, teaching self-efficacy, and coping in Biology graduate teaching assistants (GTAs). \u003cem\u003ebioRxiv\u003c/em\u003e, 2020.2002. 2007.938597.\u003c/li\u003e\n\u003cli\u003eChiu, T. K., \u0026amp; Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. \u003cem\u003eInteractive Learning Environments\u003c/em\u003e,\u003cem\u003e 24\u003c/em\u003e(2), 317-327.\u003c/li\u003e\n\u003cli\u003eDaniels, L. M., Mandzuk, D., Perry, R. P., \u0026amp; Moore, C. (2011). The effect of teacher candidates\u0026rsquo; perceptions of their initial teacher education program on teaching anxiety, efficacy, and commitment. \u003cem\u003eAlberta Journal of Educational Research\u003c/em\u003e,\u003cem\u003e 57\u003c/em\u003e(1), 88-106.\u003c/li\u003e\n\u003cli\u003eDenyer, D., \u0026amp; Tranfield, D. (2009). Producing a systematic review.\u003c/li\u003e\n\u003cli\u003eEkşi, G., \u0026amp; Yılmaz Yakışık, B. (2016). To Be Anxious or Not Student Teachers in the Practicum. \u003cem\u003eUniversal Journal of Educational Research\u003c/em\u003e,\u003cem\u003e 4\u003c/em\u003e(6).\u003c/li\u003e\n\u003cli\u003eEren, A., \u0026amp; \u0026Ccedil;etin, G. (2019). Pre-service teachers\u0026rsquo; beliefs about the teaching profession, curriculum orientations, and personal responsibility. \u003cem\u003eCurriculum Perspectives\u003c/em\u003e,\u003cem\u003e 39\u003c/em\u003e, 19-32.\u003c/li\u003e\n\u003cli\u003eFish, T. A., \u0026amp; Fraser, I. H. (2001). Exposing the iceberg of teaching anxiety: a survey of faculty at three New Brunswick Universities. \u003cem\u003eElectronic Journal of the American Association of Behavioral and Social Sciences\u003c/em\u003e,\u003cem\u003e 4\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eFives, H., Hamman, D., \u0026amp; Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. \u003cem\u003eTeaching and Teacher education\u003c/em\u003e,\u003cem\u003e 23\u003c/em\u003e(6), 916-934.\u003c/li\u003e\n\u003cli\u003eGagnon, M. (2007). Ontology-based integration of data sources. 2007 10th International Conference on Information Fusion,\u003c/li\u003e\n\u003cli\u003eGasparyan, A. Y., Ayvazyan, L., \u0026amp; Kitas, G. D. (2013). Multidisciplinary bibliographic databases. \u003cem\u003eJournal of Korean Medical Science\u003c/em\u003e,\u003cem\u003e 28\u003c/em\u003e(9), 1270-1275.\u003c/li\u003e\n\u003cli\u003eGiovanelli, M. (2015). Becoming an English language teacher: Linguistic knowledge, anxieties and the shifting sense of identity. \u003cem\u003eLanguage and Education\u003c/em\u003e,\u003cem\u003e 29\u003c/em\u003e(5), 416-429.\u003c/li\u003e\n\u003cli\u003eGough, D., Thomas, J., \u0026amp; Oliver, S. (2017). An introduction to systematic reviews. \u003cem\u003eAn introduction to systematic reviews\u003c/em\u003e, 1-352.\u003c/li\u003e\n\u003cli\u003eGresham, G. (2018). Preservice to inservice: Does mathematics anxiety change with teaching experience? \u003cem\u003eJournal of teacher education\u003c/em\u003e,\u003cem\u003e 69\u003c/em\u003e(1), 90-107.\u003c/li\u003e\n\u003cli\u003eGresham, G., \u0026amp; Burleigh, C. (2019). Exploring early childhood preservice teachers\u0026rsquo; mathematics anxiety and mathematics efficacy beliefs. \u003cem\u003eTeaching Education\u003c/em\u003e,\u003cem\u003e 30\u003c/em\u003e(2), 217-241.\u003c/li\u003e\n\u003cli\u003eHaciomeroglu, G. (2014). Elementary Pre-Service Teachers\u0026apos; Mathematics Anxiety and Mathematics Teaching Anxiety. \u003cem\u003eInternational Journal for Mathematics Teaching \u0026amp; Learning\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eHan, T., \u0026amp; Tulgar, A. T. (2019). Analysis of the pre-service teachers\u0026rsquo; teaching anxiety and coping strategies: A Turkish Elementary School Context. \u003cem\u003eGist: Education and Learning Research Journal\u003c/em\u003e(19), 49-83.\u003c/li\u003e\n\u003cli\u003eHart, N. I. (1987). Student teachers\u0026apos; anxieties: four measured factors and their relationships to pupil disruption in class. \u003cem\u003eEducational research\u003c/em\u003e,\u003cem\u003e 29\u003c/em\u003e(1), 12-18.\u003c/li\u003e\n\u003cli\u003eHembree, R. (1990). The nature, effects, and relief of mathematics anxiety. \u003cem\u003eJournal for research in mathematics education\u003c/em\u003e,\u003cem\u003e 21\u003c/em\u003e(1), 33-46.\u003c/li\u003e\n\u003cli\u003eJonnalagadda, S. R., Goyal, P., \u0026amp; Huffman, M. D. (2015). Automating data extraction in systematic reviews: a systematic review. \u003cem\u003eSystematic reviews\u003c/em\u003e,\u003cem\u003e 4\u003c/em\u003e(1), 1-16.\u003c/li\u003e\n\u003cli\u003eKasimatis, K., Kontogianni, V., Moutsios-Rentzos, A., \u0026amp; Rozou, V. (2020). IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES. \u003cem\u003eEducation and New Developments\u003c/em\u003e,\u003cem\u003e 126\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eKesen, A., \u0026amp; Aydın, Z. (2014). Anxiety levels of novice and experienced EFL instructors: İstanbul Aydın University case. \u003cem\u003eProcedia-Social and Behavioral Sciences\u003c/em\u003e,\u003cem\u003e 116\u003c/em\u003e, 880-883.\u003c/li\u003e\n\u003cli\u003eKhasawneh, E., Gosling, C., \u0026amp; Williams, B. (2021). What impact does maths anxiety have on university students? \u003cem\u003eBMC psychology\u003c/em\u003e,\u003cem\u003e 9\u003c/em\u003e(1), 1-9.\u003c/li\u003e\n\u003cli\u003eKlassen, R. M., \u0026amp; Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. \u003cem\u003eLearning and instruction\u003c/em\u003e,\u003cem\u003e 33\u003c/em\u003e, 158-169.\u003c/li\u003e\n\u003cli\u003eKunisch, S., Menz, M., Bartunek, J. M., Cardinal, L. B., \u0026amp; Denyer, D. (2018). Feature topic at organizational research methods: how to conduct rigorous and impactful literature reviews? \u003cem\u003eOrganizational Research Methods\u003c/em\u003e,\u003cem\u003e 21\u003c/em\u003e(3), 519-523.\u003c/li\u003e\n\u003cli\u003eLawson, R. A., Blocher, E. J., Brewer, P. C., Morris, J. T., Stocks, K. D., Sorensen, J. E., Stout, D. E., \u0026amp; Wouters, M. J. (2015). Thoughts on competency integration in accounting education. \u003cem\u003eIssues in Accounting Education\u003c/em\u003e,\u003cem\u003e 30\u003c/em\u003e(3), 149-171.\u003c/li\u003e\n\u003cli\u003eLoughran, J. (2014). Professionally developing as a teacher educator. \u003cem\u003eJournal of teacher education\u003c/em\u003e,\u003cem\u003e 65\u003c/em\u003e(4), 271-283.\u003c/li\u003e\n\u003cli\u003eLyons, I. M., \u0026amp; Beilock, S. L. (2012). Mathematics anxiety: Separating the math from the anxiety. \u003cem\u003eCerebral cortex\u003c/em\u003e,\u003cem\u003e 22\u003c/em\u003e(9), 2102-2110.\u003c/li\u003e\n\u003cli\u003eMa, K., \u0026amp; Cavanagh, M. S. (2018). Classroom ready?: Pre-service teachers\u0026apos; self-efficacy for their first professional experience placement. \u003cem\u003eAustralian Journal of Teacher Education (Online)\u003c/em\u003e,\u003cem\u003e 43\u003c/em\u003e(7), 134-151.\u003c/li\u003e\n\u003cli\u003eMachida, T. (2016). Japanese elementary school teachers and English language anxiety. \u003cem\u003eTesol Journal\u003c/em\u003e,\u003cem\u003e 7\u003c/em\u003e(1), 40-66.\u003c/li\u003e\n\u003cli\u003eMahmoudi, F. (2016). Practicum stress and coping strategies of pre-service English language teachers. \u003cem\u003eProcedia-Social and Behavioral Sciences\u003c/em\u003e,\u003cem\u003e 232\u003c/em\u003e, 494-501.\u003c/li\u003e\n\u003cli\u003eMer\u0026ccedil;, A. (2016). Research anxiety among Turkish graduate ELT students. \u003cem\u003eCurrent Issues in Education\u003c/em\u003e,\u003cem\u003e 19\u003c/em\u003e(1).\u003c/li\u003e\n\u003cli\u003eMizala, A., Mart\u0026iacute;nez, F., \u0026amp; Mart\u0026iacute;nez, S. (2015). Pre-service elementary school teachers\u0026apos; expectations about student performance: How their beliefs are affected by their mathematics anxiety and student\u0026apos;s gender. \u003cem\u003eTeaching and Teacher Education\u003c/em\u003e,\u003cem\u003e 50\u003c/em\u003e, 70-78.\u003c/li\u003e\n\u003cli\u003eMkhize, M. V. (2019). Mathematics anxiety among pre-service accounting teachers. \u003cem\u003eSouth African Journal of Education\u003c/em\u003e,\u003cem\u003e 39\u003c/em\u003e(3), 1-14.\u003c/li\u003e\n\u003cli\u003eMkhize, M. V., \u0026amp; Maistry, S. M. (2017). Pre-service accounting teachers\u0026rsquo; attitudes to mathematics. \u003cem\u003eSouth African Journal of Education\u003c/em\u003e,\u003cem\u003e 37\u003c/em\u003e(2), 1-12.\u003c/li\u003e\n\u003cli\u003eMockler, N., \u0026amp; Groundwater-Smith, S. (2015). Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. \u003cem\u003eTeachers and teaching\u003c/em\u003e,\u003cem\u003e 21\u003c/em\u003e(5), 603-614.\u003c/li\u003e\n\u003cli\u003eMorton, L. L., Vesco, R., Williams, N. H., \u0026amp; Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. \u003cem\u003eBritish journal of educational psychology\u003c/em\u003e,\u003cem\u003e 67\u003c/em\u003e(1), 69-89.\u003c/li\u003e\n\u003cli\u003eMurat, P. (2009). The use of expanded microteaching for reducing pre-service teachers\u0026acirc;\u0026euro;\u0026trade; teaching anxiety about mathematics. \u003cem\u003eScientific Research and Essays\u003c/em\u003e,\u003cem\u003e 4\u003c/em\u003e(9), 872-880.\u003c/li\u003e\n\u003cli\u003eMurray-Harvey, R., T. Slee, P., Lawson, M. J., Silins, H., Banfield, G., \u0026amp; Russell, A. (2000). Under stress: The concerns and coping strategies of teacher education students. \u003cem\u003eEuropean Journal of Teacher Education\u003c/em\u003e,\u003cem\u003e 23\u003c/em\u003e(1), 19-35.\u003c/li\u003e\n\u003cli\u003eNgidi, D. P., \u0026amp; Sibaya, P. T. (2003). Student teacher anxieties related to practice teaching. \u003cem\u003eSouth African Journal of Education\u003c/em\u003e,\u003cem\u003e 23\u003c/em\u003e(1), 18-22.\u003c/li\u003e\n\u003cli\u003eNiess, M. L. (2014). Guiding preservice teachers in developing TPCK. In \u003cem\u003eHandbook of technological pedagogical content knowledge (TPCK) for educators\u003c/em\u003e (pp. 233-260). Routledge.\u003c/li\u003e\n\u003cli\u003e\u0026Ouml;zdemir, E., \u0026amp; Seker, B. S. (2017). Prospective Primary Teachers\u0026apos; Mathematics Anxiety-Apprehension and Its Causes. \u003cem\u003eInternational Education Studies\u003c/em\u003e,\u003cem\u003e 10\u003c/em\u003e(11), 1-22.\u003c/li\u003e\n\u003cli\u003e\u0026Ouml;zen, R., \u0026amp; \u0026Ouml;zt\u0026uuml;rk, D. S. (2016). The Relationship between Pre-Service Teachers\u0026apos; Lifelong Learning Tendencies and Teaching Profession Anxiety Levels. \u003cem\u003eUniversal Journal of Educational Research\u003c/em\u003e,\u003cem\u003e 4\u003c/em\u003e(n12A), 7-15.\u003c/li\u003e\n\u003cli\u003ePaker, T. (2011). Student teacher anxiety related to the teaching practicum. \u003cem\u003eEurasian Journal of Educational Research (EJER)\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003ePasaribu, T. A., \u0026amp; Harendita, M. E. (2018). English language anxiety of pre-service teachers: Causes and coping strategies. \u003cem\u003eLLT Journal: A Journal on Language and Language Teaching\u003c/em\u003e,\u003cem\u003e 21\u003c/em\u003e(2), 134-147.\u003c/li\u003e\n\u003cli\u003ePayne, B. D., \u0026amp; Manning, B. H. (1990). The effect of cognitive self-instructions on preservice teacher\u0026apos;s anxiety about teaching. \u003cem\u003eContemporary Educational Psychology\u003c/em\u003e,\u003cem\u003e 15\u003c/em\u003e(3), 261-267.\u003c/li\u003e\n\u003cli\u003ePeker, M. (2009). Pre-service teachers\u0026rsquo; teaching anxiety about mathematics and their learning styles. \u003cem\u003eEurasia Journal of Mathematics, Science and Technology Education\u003c/em\u003e,\u003cem\u003e 5\u003c/em\u003e(4), 335-345.\u003c/li\u003e\n\u003cli\u003ePeker, M. (2016). Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis. \u003cem\u003eEducational Research and Reviews\u003c/em\u003e,\u003cem\u003e 11\u003c/em\u003e(3), 97-104.\u003c/li\u003e\n\u003cli\u003ePelton, J. A. (2014). Assessing graduate teacher training programs: can a teaching seminar reduce anxiety and increase confidence? \u003cem\u003eTeaching Sociology\u003c/em\u003e,\u003cem\u003e 42\u003c/em\u003e(1), 40-49.\u003c/li\u003e\n\u003cli\u003ePreece, P. (1979). Student teacher anxiety and class‐control problems on teaching practice: A cross‐lagged panel analysis. \u003cem\u003eBritish Educational Research Journal\u003c/em\u003e,\u003cem\u003e 5\u003c/em\u003e(1), 13-19.\u003c/li\u003e\n\u003cli\u003ePutman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. \u003cem\u003eAction in Teacher Education\u003c/em\u003e,\u003cem\u003e 34\u003c/em\u003e(1), 26-40.\u003c/li\u003e\n\u003cli\u003eRamazanoglu, M., \u0026amp; Toytok, E. H. (2018). Teacher Candidates\u0026apos; Anxieties Regarding Facebook Usage in Education. \u003cem\u003eJournal of Education and Training Studies\u003c/em\u003e,\u003cem\u003e 6\u003c/em\u003e(n11a), 229-235.\u003c/li\u003e\n\u003cli\u003eRamirez, I. A. L. (2020). Teaching preparedness of pre-service teachers: Perception to practice. \u003cem\u003eInternational Journal of Studies in Education and Science (IJSES)\u003c/em\u003e,\u003cem\u003e 1\u003c/em\u003e(1), 15-35.\u003c/li\u003e\n\u003cli\u003eRieg, S. A., Paquette, K. R., \u0026amp; Chen, Y. (2007). COPING WITH STRESS: AN INVESTIGATION OF NOVICE TEACHERS\u0026apos;STRESSORS IN THE ELEMENTARY CLASSROOM. \u003cem\u003eEducation\u003c/em\u003e,\u003cem\u003e 128\u003c/em\u003e(2).\u003c/li\u003e\n\u003cli\u003eSacarin, M., Bunea, S., \u0026amp; Girbina, M. M. (2013). Perceptions of accounting professionals on IFRS application at the individual financial statements: evidence from Romania. \u003cem\u003eAccounting and Management Information Systems\u003c/em\u003e,\u003cem\u003e 12\u003c/em\u003e(3), 405.\u003c/li\u003e\n\u003cli\u003eSammephet, B., \u0026amp; Wanphet, P. (2013). Pre-service teachers\u0026rsquo; anxiety and anxiety management during the first encounter with students in EFL classroom. \u003cem\u003eJournal of Education and Practice\u003c/em\u003e,\u003cem\u003e 4\u003c/em\u003e(2), 78-87.\u003c/li\u003e\n\u003cli\u003eSharma, U., \u0026amp; Nuttal, A. (2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. \u003cem\u003eAsia-Pacific Journal of teacher education\u003c/em\u003e,\u003cem\u003e 44\u003c/em\u003e(2), 142-155.\u003c/li\u003e\n\u003cli\u003eSharma, U., \u0026amp; Sokal, L. (2015). The impact of a teacher education course on pre‐service teachers\u0026apos; beliefs about inclusion: an international comparison. \u003cem\u003eJournal of Research in Special Educational Needs\u003c/em\u003e,\u003cem\u003e 15\u003c/em\u003e(4), 276-284.\u003c/li\u003e\n\u003cli\u003eSinclair, K. E., \u0026amp; Ryan, G. (1987). Teacher anxiety, teacher effectiveness, and student anxiety. \u003cem\u003eTeaching and Teacher Education\u003c/em\u003e,\u003cem\u003e 3\u003c/em\u003e(3), 249-253.\u003c/li\u003e\n\u003cli\u003eTaley, I. B., Adusei, O., \u0026amp; Koranteng, D. N. (2021). Mathematics Teaching Anxiety among College of Education Pre-service Teachers in Ghana: The Influence of Mathematics Achievement and Field Experiences. \u003cem\u003eInternational Journal of Innovative Research and Development\u003c/em\u003e,\u003cem\u003e 10\u003c/em\u003e(4).\u003c/li\u003e\n\u003cli\u003eTamrin, M., Azkiya, H., \u0026amp; Sari, S. G. (2017). Problems faced by the teacher in maximizing the use of learning media in Padang. \u003cem\u003eAl-Ta Lim Journal\u003c/em\u003e,\u003cem\u003e 24\u003c/em\u003e(1), 60-66.\u003c/li\u003e\n\u003cli\u003eTatar, E., Zengin, Y., \u0026amp; Kağızmanlı, T. B. (2015). What is the relationship between technology and mathematics teaching anxiety? \u003cem\u003eJournal of Educational Technology \u0026amp; Society\u003c/em\u003e,\u003cem\u003e 18\u003c/em\u003e(1), 67-76.\u003c/li\u003e\n\u003cli\u003eTeo, T. (2015). Comparing pre-service and in-service teachers\u0026apos; acceptance of technology: Assessment of measurement invariance and latent mean differences. \u003cem\u003eComputers \u0026amp; Education\u003c/em\u003e,\u003cem\u003e 83\u003c/em\u003e, 22-31.\u003c/li\u003e\n\u003cli\u003eTopoğlu, O. (2020). Musical performance anxiety: Relations between personal features and state anxiety levels of pre-service music teachers. \u003cem\u003eInternational Online Journal of Educational Sciences\u003c/em\u003e,\u003cem\u003e 6\u003c/em\u003e(2).\u003c/li\u003e\n\u003cli\u003eTufuor Kwarteng, J. (2018). Preservice accounting teachers\u0026rsquo; anxiety about teaching practicum.\u003c/li\u003e\n\u003cli\u003eUnlu, M., Ertekin, E., \u0026amp; Dilmac, B. (2017). Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-Efficacy Beliefs towards Mathematics and Mathematics Teaching. \u003cem\u003eInternational Journal of Research in Education and Science\u003c/em\u003e,\u003cem\u003e 3\u003c/em\u003e(2), 636-645.\u003c/li\u003e\n\u003cli\u003eVale, M. P., \u0026amp; Barcillano, G. T. (2022). Student-Teachers Practicum Anxiety during the COVID-19 Pandemic. 1st INTERNATIONAL CONFERENCE ON EDUCATION 2022 COMMITTEE,\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Pre-service Teachers, Accounting Education, and Teaching Anxiety","lastPublishedDoi":"10.21203/rs.3.rs-6181213/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6181213/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eTeaching anxiety among pre-service teachers has been an issue of discourse which attracted several academicians. Several studies have been conducted to identify the factors, events, and circumstances that lead to teaching anxiety among pre-service teachers vis-\u0026agrave;-vis appropriate remedies to lessen its effect. This study aimed to amalgamate the findings of several studies on the phenomenon. To do this, the researcher employed a systematic review approach to uncover 149 related articles. Using the appropriate inclusion/exclusion criteria as well as the screening and selection framework, the articles were reduced to 110. Demographic characteristics (author, date, and title), including the findings of the 110 articles, were extracted for the review. The methods employed by the studies used in the review are also included. It was revealed, among others, that factors such as evaluation/assessment/supervision of pre-service teachers, classroom management and control-related issues, low confidence level vis-\u0026agrave;-vis self-efficacy, and subject difficulty trigger teaching anxiety among pre-service accounting teachers. Furthermore, females were observed to experience higher teaching anxiety than their male counterparts. Empirical remedies discovered to lessen the teaching anxiety among pre-service accounting teachers were suitable teaching practice programs, increasing pre-service teachers\u0026rsquo; self-efficacy and confidence level, dealing with disruptive students, reformed-based strategies, and adapting suitable teaching structures. It was recommended that other comprehensive and suitable approaches can be empirically developed to alleviate all forms of teaching anxiety encountered by pre-service teachers, and educational institutions, especially teacher training institutions, should adopt the already empirically proven teaching anxiety remedies in their educational programs.\u003c/p\u003e","manuscriptTitle":"Pre-service Accounting Teachers’ Teaching Anxiety Related Issues – a Systematic Review","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-23 13:12:14","doi":"10.21203/rs.3.rs-6181213/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-06-09T11:17:35+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-25T07:41:23+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"173216509585664356075593744249922005928","date":"2025-05-22T19:14:07+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"241298364510352133698316479840023578830","date":"2025-05-21T11:30:11+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"209118794652896287221124644950291405096","date":"2025-05-20T21:17:54+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-05-13T15:02:32+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"64670747552044607767512528198607960721","date":"2025-04-27T09:56:39+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"117375689716779629521709248913552463572","date":"2025-04-24T15:34:56+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"237695471472119845803546639562050274550","date":"2025-04-21T08:29:12+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-04-02T15:19:22+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-03-29T14:30:10+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-03-29T14:28:00+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-03-07T23:36:09+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"31b7f95a-4c11-4780-9399-0f839e9359af","owner":[],"postedDate":"April 23rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-08-14T11:08:36+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-23 13:12:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6181213","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6181213","identity":"rs-6181213","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}