Analysis of the Relationship between Anxiety, Procrastination and Decision-Making Capacity in Teachers

Abstract

This study explores the complex relationships between anxiety, procrastination, and decision-making capacity among teachers. Procrastination is defined as the deliberate and frequently harmful postponement of important tasks, having negative effects on individual and organizational performance. Anxiety is characterized as an unpleasant, future-oriented emotional state associated with intense physiological and behavioral reactions. Decision-making capacity involves complex cognitive processes necessary to choose an optimal alternative from the multiple options available. In a first unit of content, the system of educational sciences is made transparent, in an essentialized way: general pedagogy, school pedagogy, special pedagogy, professional pedagogies, comparative pedagogy, history of pedagogy, philosophy of education, methodologies and family pedagogy. Secondly, the pedagogical functions and didactic strategies are addressed, highlighting the role of the didactic means in the educational process, including the communication, illustrative-demonstrative, stimulative, ergonomic and evaluation functions. Next, it explores skills as an instrumental side of personality, defined as a set of cognitive, psychomotor and sensory processes necessary for performance, and discusses the relationship between skills and individual performance, talent and genius. Particular attention is paid to cognitive skills, including decision-making and the cognitive processes involved, with reference to normative theories and recent discoveries in the field of decision-making. Procrastination is analyzed in detail, presenting the causes of procrastination (personal and organizational), its effects on the individual and the organization, and the strategies to combat it. The nature of anxiety is described through definitions and manifestations of anxiety, its impact on behavior and performance, and strategies to reduce anxiety. The study reveals a significant correlation between anxiety levels and the tendency to procrastinate, which negatively influences teachers' decision-making capacity. The conclusions highlight the need for interventions to reduce anxiety and procrastination to improve decision-making efficiency. Training programs for time management and anxiety reduction techniques can significantly contribute to improving teachers' professional performance.