Abstract
Objectives This study evaluated the mediating effect of career decision-making self-efficacy on the relationship between reality shock stress and career optimism, which is essential in the pre-secondary teacher educational practicum, offering implications for secondary school teachers' adaptation to teaching life.
 Methods The research questions centered on the effect of reality shock on career optimism and the effect of career decision-making self-efficacy on career optimism, the path model through career decision-making self-efficacy for each sub-factor of reality shock to career optimism, and the mediating effect of career decision-making self-efficacy on the relationship between career optimism for each sub-factor of reality shock. Self-efficacy of career decision-making, reality shock, and career optimism were measured for 147 students attending the College of Education who had experienced educational practice and those who participated in the teaching course, and the mediating effect was verified using SPSS Process Macro 3.4.
 Results First, it was found that a lower perception of negative reality shock in the educational practice field was associated with higher career optimism, and higher self-efficacy of career decision-making was associated with higher career optimism. Second, analysis of the path model by dividing reality shock into the sub-factors of lack of support, reality disappointment, work pressure, and confidence found all factors except work pressure were significant. Third, the indirect effect of reality shock on career optimism through career decision-making self-efficacy was significant, excluding work pressure factors, and the mediating effect of career decision-making self-efficacy was verified.
 Conclusions As career optimism is important for pre-secondary teachers to enter the teaching profession and effectively cope with actual shock and stress, the finding of career decision-making self-efficacy as a mediating variable has significant implications for helping pre-service teachers adapt to the teaching field.
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