Academic Procrastination Among The Trainee Teachers

Abstract

Academic procrastination, a tendency of students to delay or postpone completing academic tasks, affects achieving academic goals. This research investigates the academic procrastination   practice   among   trainee   teachers.   The   sample    comprises    1200 B.Ed. students from 14 colleges of education from three districts of Tamil Nadu, India. A personal data form and the Turkish version of the Tuckman Procrastination Scale developed and validated by Tuckman (1991), were used to collect their academic procrastination practice. Statistical analysis reveals that the majority of the trainee teachers have a moderate level of level of academic procrastination. There is a significant difference between first-year and second-year trainee teachers in their academic procrastination, and second- year trainee teachers procrastinate more academically than first-year trainee teachers. Similarly, there is a significant difference between the trainee teachers studying in girls' and co-education colleges in their academic procrastination, and those who study in girls' colleges procrastinate more academically than those who study in co-education colleges. The study recommends that efforts be made to mitigate academic procrastination among trainee teachers so that they can excel in their teaching profession.