The effect of learning anxiety on collaboration between teachers: Implications for the inclusion classroom

The purpose of this research was to determine the effect of learning anxiety on collaboration between co-teachers in the inclusion classroom. The researcher conducted professional learning workshops that allowed for data collection from a group of 38 co-teachers in grades PK-8. The participants were administrated the State Anxiety Inventory to determine anxiety levels, the Perceptions of Co-teaching Survey to examine the collaborative teaching experience, and the Informal Co-teaching Rating Scale for Teachers and Supervisors to evaluate the effectiveness of the co-teaching process in the inclusion classroom. Mixed models ANOVAs were used to compare the two condition groups on the pre- and posttests. Results of this study indicated decrease in teachers' anxiety and supported best collaborative practices in the inclusion classroom.