Abstract:

The teachers are expected to be better equipped in 21st century. This equipment involves both professional and personal multiple processes. For example, teachers are expected to be equipped with sufficient knowledge and skills, on the other hand, teachers are expected to be equipped with having high human relationships and communication skills too. The success of teachers who will educate future generations in their profession depends on being free from their professional concerns that they felt towards the profession. Unlike the other branches, pre-school teachers have some differences about industry-specific duties and responsibilities. For children who meet the school first and for some children, especially in younger age groups these tasks may be different. In this study, professional anxiety levels of pre-school teachers were examined in terms of several variables (class, gender, high school graduation, grade point average, whether their choice of teaching profession was willingly or not, etc.). The study group includes the teachers who continue education of Pre-School Education (1, 2, 3 and 4th grade) in the 2012-2013 academic year at Kastamonu University, Faculty of Education Department. Research data were obtained from interviews with teachers. Research is both a qualitative and a quantitative research; Firstly 269 teachers’ answers to the questions were revealed with descriptive analysis, later this descriptive analysis of teacher candidates with demographic data were transferred and analyzed using SPSS software. Findings revealed that professional concerns of teacher candidates are differed significantly according to level of class, gender, the school they graduated, grade point average and whether their choice of the teaching profession was willingly or not.

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