Examining the Predictive Levels of Academic Self-Efficacy and Some Demographic Characteristics of Professional Anxiety of Physical Education and Sports Teacher Candidates

Abstract

Listen

Translate article

This study aims to determine the levels of teacher and trainer candidates in the university education process, in line with the findings obtained in the dimensions of professional anxiety and self-efficacy and their sub-dimensions as a result of examining the professional anxiety and self-efficacy perceptions of teacher and trainer candidates. In this study in the screening model, the research group consisted of 311 trainer and physical education and sports teacher candidates, 135 women and 176 men, who studied at Harran University School of Physical Education and Sports in the fall semester 2017-2018. In line with the purpose of the study, the tests correlated to the teacher candidates’ academic self-efficacy, the level of professional anxiety, some demographic characteristics of the teacher candidates, professional concerns, and academic self-efficacy were applied. The tools used for these tests are the “Teacher Candidate Anxiety Scale” adapted from Borich (1996) and developed by Saban, Korkmaz, and Akbaş (2004) and the “Academic self-efficacy scale” developed by Jerusalem and Schwarzer (1981). The adaptation, reliability, and validity study of the scale into Turkish was also applied by Yılmaz et al. (2007). Descriptive statistics and multiple regression analyses were performed on the data file formed by transferring the data collected within the scope of the study to the SPSS 22.0 program. Simultaneously, simple linear regression analyzes were conducted in which academic self-efficacy was accepted as the independent variable, and occupational anxiety was considered the dependent variable. In the study, the average score of teacher candidates’ academic self-efficacy was determined as 21.44 high. Together, these variables explain 4% of the change in student-centered anxiety. Academic self-efficacy reveals 9% of the self-centered anxiety dimension, 6% of the task-centered anxiety dimension, and 5% of the student-centered anxiety dimension. It can be said that self-efficacy perceptions are predictors of professional anxiety levels for teacher candidates. It is believed that determining the reason for teacher candidates’ low self-efficacy and anxiety scores in programs that train them in the education process and studies to be conducted on these reasons will positively affect the academic self-efficacy and professional anxiety levels of Physical Education and Sports Teacher candidates.