Present study is an attempt to know the relationship between teaching related anxiety among teachers and their physical ,psychological , and work stress; and satisfaction with teaching. It also examined the effectiveness of teachers perceived teaching and professional efficacy , and certain coping strategies in managing their teaching related anxiety and its negative outcomes. Sample for the study consisted of 167 female college teachers from nine women colleges affiliated to University of Delhi, India . Data was collected using Anxiety Survey Instrument by Fish and Fraser (2001), Response to Stress Scale by Jawa ( 2007) , General Health Questionnaire –12 (GHQ-12) by Goldberg and Williams (1988 ); MBI-General Survey by Schaufeli ,Leiter, Maslach and Jackson (1996) ,Teaching Satisfaction scale by Tuck, Hawe, Manthei, Adair, and Moore (1999) and Short Version of Teacher Efficacy Scale by Tschannen and Woolfolk (2001) and Coping scale by Greenglass( 1999). Findings demonstrated that it is not the specific act of speaking in front of the class but the other teaching activities like preparation for teaching and returning graded assignments and exam papers which causes anxiety among teachers. Anxiety related to preparation for teaching and classroom interactions though were found to be significantly related to all negative outcomes under study but were successful in predicting only physical stress and emotional exhaustion among teachers. Teachers perception of their teaching and professional efficacy and their use of proactive and instrumental support seeking coping strategies helped them to manage teaching related anxiety and its negative outcome. Strategies have been suggested to manage teaching related anxiety and its negative outcomes.

Keywords : Teaching Anxiety; Physical Stress; Psychological Stress, Work Stress; Emotional Exhaustion; Cynicism; Satisfaction With Teaching; Proactive Coping; Reflective Coping ;Strategic Coping; Preventive Coping, Instrumental Support Seeking; Emotional Support Seeking.