Shyness in future teachers and its implication in academic and social development

Shyness represents a relevant yet often overlooked factor in initial teacher education, particularly given the central role that communication, oral participation, and social interaction play in the teaching profession. This study examines the extent to which several socio-educational variables, such as gender, academic performance, difficulty in public speaking, classroom participation, and perceptions of classroom climate, are associated with self-reported levels of shyness among university students enrolled in Early Childhood and Primary Education degree programmes. A quantitative, cross-sectional design was adopted, using a questionnaire administered to a sample of 283 future teachers. The results indicate significant positive associations between shyness and difficulty in public speaking, as well as avoidance of oral participation situations, while a negative relationship is observed between shyness and active classroom participation. No significant associations were found between shyness and academic performance or gender. These findings highlight the presence of shyness among pre-service teachers and underscore its potential implications for both teacher training processes and future professional practice. The study contributes to the growing body of research on emotional and socio-educational factors in higher education by drawing attention to the need for teacher education programmes to address shyness as part of a comprehensive and inclusive approach to professional development.