TY - JOUR
AU - Thoresen, Carl E.
AB - Review of Educational Research Spring 1976, Vol. U6, No. 2, Pp. 159-18U Teache r Anxiety: A Review with Recommendation s Thomas J. Coates Carl E. Thoresen Stanford University Many educators would agree that teacher "personality" and "menta l health" as they are reflected in classroom behavior are important . Some might even consider these characteristics more importan t tha n a teacher's knowledge of th e subject matte r and methods of teaching. Ineffective teaching is often attributed to personality defects, such as insufficient warmth, zeal, sensitiv­ ity, or perhaps excessive authoritarianism and rigidity (Smith, 1968). Flanders and Simon (1969), in reviewing th e literature on teache r effectiveness, concluded tha t research is vitally needed on th e causal relationships between particular teache r behaviors and their specific effects on student performance. Although something is known about these relationships (e.g., Dunkin & Biddle, 1974; Rosenshine, 1971), research has failed to provide unambiguou s data for a variety of reasons. These include the We wish to thank N. L. Gage, C. G. Hendricks, Frances F. Fuller, James S. Parsons, and A. H. Yee for their helpful suggestions on earlier revisions of thi s manuscript. The research reported herein was 
TI - Teacher Anxiety: A Review with Recommendations
JF - Review of Educational Research
DO - 10.3102/00346543046002159
DA - 1976-06-01
UR - https://www.deepdyve.com/lp/sage/teacher-anxiety-a-review-with-recommendations-e2SMdqrdyh
SP - 159
EP - 184
VL - 46
IS - 2
DP - DeepDyve
ER -