Abstract:

In this study, it was aimed to determine the professional self-efficacy and professional anxiety levels of teacher candidates who received their teacher education through certificate programs in addition to undergraduate education. In addition, it was also aimed to reveal the relationship between pre-service teachers' professional self-efficacy and their professional anxiety levels. Another aim of the study is to explain the differentiation of teacher candidates' professional self-efficacy and professional anxiety levels according to gender, grade point average, monthly income, place of residence and type of education. The study is a quantitative pattern-relational survey model. In the study, data were obtained from 221 pre-service teachers by reaching the entire population. “Teaching Profession General Competencies Scale-ÖMGYÖ”, “Teaching Profession Anxiety Scale-ÖMYKÖ” and “Individual Information Form-BBF” were used as data collection tools. Spearman Rank Correlation Coefficient (rs), Mann-Whitney U test and Kruskal Wallis test, which are nonparametric statistical techniques, were used in data analysis. The results obtained in the study are as follows: The professional self-efficacy levels of teacher candidates are quite high; Occupational anxiety levels are quite low. There is a negative-low-significant relationship between pre-service teachers' professional self-efficacy and their professional anxiety levels. While the professional self-efficacy of teacher candidates differed by gender, grade and place of residence; it did not differ according to income and type of education variables. While the professional concerns of teacher candidates differ according to gender and grade variables; place of residence, income and education type did not differ according to variables. Various suggestions are presented by examining the results and the relevant literature.

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