Abstract

Purpose: The study examined the antecedents of lecturers' online teaching anxiety and analyzed their relationships with variables such as gender, age, education, teaching experience and faculty. Design/methodology/approach: Using a mixed-methods design, the study involved 115 university lecturers through surveys and 15 through semi-structured interviews, with data analyzed via mixed-methods approaches. Findings: Personal matters and digital literacy caused the lowest anxiety, teaching methods and classroom management triggered moderate anxiety, and teaching context and health factors provoked the highest. Female lecturers experienced greater health-related anxiety due to prolonged screen time. Education lecturers reported lower anxiety than science lecturers, whose laboratory-based content was harder to adapt to online teaching. Originality/value: Lecturers' online teaching anxiety stemmed from six factors: digital literacy, teaching context, teaching methods, class management, health and personal matters. Institutional and social support have been identified as crucial for improving well-being and reducing anxiety.