EXAMINATION OF PRE-SERVICE TEACHERS' ANXIETY LEVELS ABOUT TEACHING PROFESSION
Article Sidebar
Main Article Content
Abstract
In this research, it was aimed to determine the levels of occupational anxiety of pre-service teachers' who read science and primary school teacher programs according to various variables. The research was carried out by Köklükaya and Yıldırım (2016) and the validity and reliability analyzes were carried out. Anxiety Scale for Teaching Profession (ASTP) was used. The research was carried out with 266 prospective teachers who were educated at Kahramanmaras Sütcü Imam University in the academic year of 2015-2016. Independent t test, one way analysis of variance (anova), Mann-Whitney U test, Kruskal-Wallis analysis and Tukey significance test were used to determine the statistical significance of the obtained data in the research using relational screening model. According to research findings, it was determined that there was no significant difference (p <.05) in the level of vocational anxiety among the teacher candidates according to the degree of willingness to choose the department, grade level and academic achievement score. According to the gender variable, there was no significant difference in the pre-service teachers' who read in the department of primary school teachers', and it was found that the science teachers' professional anxiety levels had a significant difference according to the gender variable.
Article Details
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.
References
Akgün, A., Gönen, S. & Aydın, M. (2007). The investigation of anxiety levels of prımary school science and mathematics teacher students’ according to some variables. Elektronik Sosyal Bilimler Dergisi, 6(20), 283-299.
Akyıldız, H. (1989). Öğretmen özelliklerinin öğretim sürecine etkisi. Eğitim ve Bilim, 13(74), 43-52.
Allwright, D., Bailey, K.M. (1991). Focus on the language classroom: An İntroduction to
classroom research for language teachers. Cambridge University Pres, Cambridge.
Atmaca, H. (2013). The professional concerns of teacher candidates who enrolled in English, French and German teaching departments. Electronic Turkish Studies, 8(10), 67-76.
Bedel, E. F. (2008). Interactıons among attitudes toward teaching and personality constructs in early childhood preservice teachers. Eğitimde Kuram ve Uygulama, 4(1), 31-48.
Çakmak, Ö., & Hevedanlı, M. (2005). The examination of concern levels of biology student’s class by various variables. Elektronik Sosyal Bilimler Dergisi, 4(14), 115-127.
Doğan, T., & Çoban, A. E. (2009). The investigation of the relations between students’ attitude toward teaching profession and anxiety level in faculty of education. Education and Science, 34(153), 157-168.
Dursun, S., & Karagün, E. (2012). Assessment of occupational anxiety levels of preservice teachers: a research on the students in their final year at the school of physical education and sports at Kocaeli University. Kocaeli Üniversitesi Sosyal Bilimler Dergisi 2012, 24: 93 – 112.
Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 207-226.
Hacıömeroğlu, G., & Şahin Taşkın, Ç. (2010). Preservice teachers’ attitudes towards teaching profession in primary and secondary education. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 77-90.
Işık, E. (1996). Nevrozlar. Ankara: Kent Matbaası.
Kafkas, M. E., Açak, M., Çoban, B., & Karademir, T. (2010). Investigation of the relationship between preservice physical education teachers’ sense of self-efficacy and professional concerns eservice teachers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 93-111.
Karasar, N.(2006). Scientific Research Method. Ankara: Nobel yayın Dağıtım.
Köklükaya, A. N., & Yıldırım, E. G. (2016). Development of anxiety scale for teaching profession and determination of science teacher candidates’ readiness levels. The Journal of International Social Research, 9(43), 1454-1462.
Özer, N., Şad, S. N., Acak, M. & Kafkas, M. E. (2009, May 1-3). Turkish version of teacher concern questionnaire-physical education: validity and reliability studies. Paper presented at the 1st International Congress of Educational Research. Çanakkale.
Saban, A., Korkmaz, İ., & Akbaşlı, S. (2004). The professional concerns of pre-service teachers. Eğitim Araştırmaları, 5(17), 198-209.
Saracaloğlu, A. S., Kumral, O., & Kanmaz, A. (2009). Anxietıes, academic motivation levels and competencies at teaching profession of students at secondary education fields teaching nonthesis master program. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(2),38-54.
Scovel T. (1978) “The Effect of Effect on Foreign Language Learning: A Review of the Anxiety Research”. Language Learning, 28(1): 129-142.
Seven, S. (2013). Child Mental Health. Ankara: Pegem Akademi Yayınları.3. baskı. 192 s.
Taşğın, Ö. (2006). Observation of concern levels teacher candidates, who enrolled physical education and Sports College, according to some variables. Kastamonu Eğitim Dergisi, 14(2), 679-686.
Tümerdem, R. (2007). Effect factors of anxiety level of last year students of Dicle University, educational and science faculty, department of chemistry. Elektronik Sosyal Bilimler Dergisi, 6(20), 32-45.
Wagner, L. A. (2008). Occupational stress and coping resources of K-12 probationary teachers (Doctoral dissertation, Doctoral Thesis/Dissertation). University of Denver, USA.