Academic achievement: significance of aptitude, attitude and anxiety

Generally personality factors are ignored while assessment of academics. Teaching is a wholesome activity. The teacher's personality factors are equally responsible for his/her effectiveness in the teaching learning process. Much emphasis is given to the academic achievement of teachers thereby ignoring their personality parameters. The present research is designed to study the relationship of academic achievement with teaching aptitude, teaching attitude and anxiety in M.Ed. students. A sample of 296 M.Ed. students from the department and colleges of Education affiliated to Dr. Babasaheb Ambedkar Marathwada University, Aurangabad was selected randomly for the study. Standardized test were used for assessment of teaching aptitude, attitude and anxiety in post-graduate students of education (M.Ed. students). The academic score was collected separately using a self-prepared form. The total percentage of marks obtained at graduation level (B.Ed.) was considered as academic score. The data was analyzed statistically. Linear regression was used as a statistical tool for inferential analysis on the collected data. It was found that teaching aptitude level and anxiety are significant predictors of the academic achievement score in M.Ed. students. Anxiety was found to have a negative relationship to the academic achievement. It is recommended that more study should be done for determining the role of anxiety in the area of teacher education.