Abstract:

The aim of this study is to study the academic support perception of teachers candidates and the stress levels towards academic expectations. The research was carried out by the Faculty of Education of Muğla Sıtkı Koçman University in German teaching, science knowledge teaching, English teaching, music teaching, pre-school teaching, psychological counseling and guidance teaching, painting teaching, Turkish teaching, class teaching, social information teaching and sports sciences Faculty of body education and sports teaching fourth-class students. To determine the perceptions of academic support of students participating in the study, developed by Mazer and Thompson (2011) and adapted to Turkish by Arslan and Akın (2014) the Student Academic Support Scale has been used in Turkish Form. To determine the stress of participants towards academic expectations developed by Ang and Huan (2006) and adapted to the Turkish by Akın, Abacı and Çetin (2009) the Stres Inventory has been used. The data was analyzed using independent t test, one-way ANOVA and Pearson Product Moment Correlation. There has been significant differences between gender knowledge, respect, motivation and relaxation support and the size of stress towards personal expectations. According to the participants’ departments, significant differences in the academic support and stress values have been identified. A meaningful relationship between academic support and stress towards academic expectations has been identified. The Public Staff Selection Exam significantly affects the career of teachers candidates, involves teachers candidates in a challenging competition, causing families and candidates to enter into a great expectation. Given the results of the study, it can be said that the support perceived by teachers candidates could be a pressure element and increased the stress levels towards academic expectations.

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