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Tobephobia (TBP) is the manifestation of fear experienced in education by educators, learners and other stakeholders; it is the fear of failure to achieve educational outcomes. Simply put, it means that individuals are displaying symptoms of anxiety, tension and stress and could be suffering from mild to severe bouts of depression because of the fear that is engendered within the educational environment. Individuals suffering from TBP generally experience cognitive (IQ) and emotional (EQ) dissonance that prevents them from realising their true potential. TBP is a fear of being incompetent to carry out one's professional obligations in a disabling educational environment.
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Effects of tobephobia in curriculum?
Teaching and learning for many learners takes place through a language which is not their first language. This not only places these learners at a disadvantage, but it also leads to linguistic difficulties which contribute to learning breakdown through cognitive dissonance. Second language learners are often subjected to low expectations, discrimination and lack of cultural peers. Educators furthermore often experience difficulties in developing appropriate support mechanisms for second language learners.
Is fear in education as defined by the concept Tobephobia a reality in your schools?
The fear of failiure in education is a reality in our schools no matter who we are or where we live in this global village of ours. The issues of curriculum change spurred by knowledge explosion alone presents major challenges to our educators who need to upgrade their professional skills on a continuous basis. Another burning issue is that of school violence. Media reports throughout the world paint a gloomy picture on the failure of many schools to reduce the effects of violent learners who are graduating through the educational system. Coping with the special needs of learners at both ends of the normal curve is also another great challenge to teachers in heterogeneous classroom settings. Failure results in providing the same curriculum to all learners yet their individual needs differ from each other. What about the fear of failure resulting from poor leadership in our schools? In the latter case, we need to honestly ask ourselves whether our school leaders have graduated from being traditional, bureaucratic managers to collegial leaders whose emotional intelligence reduces the anxieties and tensions of teachers enabling them to attain job satisfaction. There are many other factors that clearly allude to the fcat that Tobephobai is a reality in our schools.
What is the definition of Tobephobia?
Tobephobia is the fear of failure experienced by educators and students in the educational environment. For example, a sudden change in the school's curriculum will lead to educators and students suffering from Tobephobia because they cannot cope to meet the new requirements set out in the curriculum.
Effects of tobephobia in curriculum?
Teaching and learning for many learners takes place through a language which is not their first language. This not only places these learners at a disadvantage, but it also leads to linguistic difficulties which contribute to learning breakdown through cognitive dissonance. Second language learners are often subjected to low expectations, discrimination and lack of cultural peers. Educators furthermore often experience difficulties in developing appropriate support mechanisms for second language learners.
Is fear in education as defined by the concept Tobephobia a reality in your schools?
The fear of failiure in education is a reality in our schools no matter who we are or where we live in this global village of ours. The issues of curriculum change spurred by knowledge explosion alone presents major challenges to our educators who need to upgrade their professional skills on a continuous basis. Another burning issue is that of school violence. Media reports throughout the world paint a gloomy picture on the failure of many schools to reduce the effects of violent learners who are graduating through the educational system. Coping with the special needs of learners at both ends of the normal curve is also another great challenge to teachers in heterogeneous classroom settings. Failure results in providing the same curriculum to all learners yet their individual needs differ from each other. What about the fear of failure resulting from poor leadership in our schools? In the latter case, we need to honestly ask ourselves whether our school leaders have graduated from being traditional, bureaucratic managers to collegial leaders whose emotional intelligence reduces the anxieties and tensions of teachers enabling them to attain job satisfaction. There are many other factors that clearly allude to the fcat that Tobephobai is a reality in our schools.
