Teaching anxiety disorder among college English teachers is a common phenomenon that negatively affects their teaching effectiveness and professional development. The study aims to analyze the relationship between teaching anxiety disorder and teachers’ development, and to provide new ideas for solving teachers’ anxiety disorder.

English teachers in several colleges and universities in a certain area were selected as the subjects of the study, and data were collected by questionnaire survey, with a total of 100 teachers participating in the study and 100 questionnaires recovered; the questionnaires included the assessment of the level of teaching anxiety, the assessment of the degree of teachers’ development, and the collection of individual information.

After completing the questionnaire, the data collected from the questionnaire results were analyzed using SPSS 22.0 software, which indicated that the average level of teaching anxiety and the degree of development of the teachers were 3.8 and 3.2, respectively. Further analysis revealed that there was a significant negative correlation between the level of teaching anxiety and the degree of development of the teachers (r=-0.56, P<0.01), indicating that the higher the level of teaching anxiety disorder, the lower the degree of teacher development.

There is a close relationship between teaching anxiety disorder and teacher development among college English teachers, and increased levels of teaching anxiety disorder can affect teachers’ teaching performance, impede their reflective practice and limit their professional growth.