id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
crl-24917	Lundstrom, Kacy; Fagerheim, Britt; Van Geem, Stephen	Library Teaching Anxiety: Understanding and Supporting a Persistent Issue in Librarianship	2021	21	.pdf	application/pdf	8334	314	44	Spending a lot of time preparing for teaching is significant because intermittent teaching makes this extensive preparation particularly problematic, as librarians may not get to re- TABLE 2 Respondents’ Feelings toward Teaching Full Sample Wanted to Teach Open to Teaching No Plans to Teach Didn’t Want to Teach P Position in library <0.001 Instruction and/or Reference n = 526 33.1% 37.1% 16.5% 13.3% Other area n = 405 21.5% 37.5% 23.0% 18.0% Teaching preparedness prior to hire <0.001 Very prepared n = 71 84.5% 1.4% 8.5% 5.6% Prepared n = 196 61.7% 21.4% 12.2% 4.6% Neutral n = 188 21.8% 48.9% 20.2% 9.0% Unprepared n = 312 10.3% 51.0% 23.1% 15.7% Very unprepared n = 169 4.1% 32.5% 24.3% 39.1% TABLE 3 Coping with Teaching Anxiety Mechanisms for Coping with Teaching Anxiety % of Respondents I spend a lot of time preparing for teaching 33.8% I talk to colleagues and friends about my struggles (community of practice) 21.32% I exercise 11.57% I don’t feel like I cope 10.08% I take medication 8.18% I receive counseling or therapy 6.78% 396 College & Research Libraries Those respondents experiencing psychological symptoms chose from the following list: feelings of apprehension or dread, negative self-talk, feeling restless or irritable, anticipating TABLE 4 Factors Contributing to Teaching Anxiety Factors Contributing to Teaching Anxiety % of Respondents 1 Fear of looking foolish or unknowledgeable in front of others 13.70% 2 Fear of being unprepared 12.73% 3	cache/crl-24917.pdf	txt/crl-24917.txt