Okul Öncesi Öğretmen Adaylarının Mesleki Kaygılarının Çeşitli Değişkenler Açısından İncelenmesi

The biggest problem of today's societies is related with education. The most important role in planning the teaching and gaining the desired behaviors in the students is the teacher’s. During their university education, prospective teachers have a wide range of responsibilities. It is expected that these people who have chosen teaching profession will acquire all the knowledge and skills required by the profession as a result of their university education. In the 21st century education approach; they are expected to have a sense of responsibility, to raise individuals who are aware of the social, economic, cultural and belief systems of the society in which they live, to develop themselves continuously and to innovate and to look at events through a holistic perspective through critical and creative thinking in a globalizing and digitalizing world. Such responsibilities cause anxiety on prospective teachers. These concerns have a negative impact on prospective teachers' professional competencies and lead to a decrease in their motivation. The aim of this study was to ensure that prospective teachers' preoccupation concerns were identified and to shed light on necessary measures. In the research conducted, variables that are thought to be related with the professional anxiety of prospective teachers; gender, nationality, grade level, type of high school graduation, general success average, university preference order, economic level, the status of seeing the appropriate teaching profession for themselves, beliefs of being successful teachers in the future, belief in the application of the education received in the profession and the feeling of being successful in the profession variables were examined. In order to collect data; The Personal Information Form developed by the researcher and the Teacher Candidate Anxiety Scale adapted to Turkish by Saban, Korkmaz and Akbaşlı (2004) were used. 226 prospective teachers from the 2nd, 3rd and 4th grades of Preschool Education Program of Eastern Mediterranean University Faculty of Education in Famagusta, Turkish Republic of Northern Cyprus participated in the study The results for the professional anxiety levels of teacher candidates demonstrated that; there was no statistically significant difference in terms of gender, nationality, type of high school, general achievement averages, order of choice of university and economic level. It was determined that teacher-centered students' self-centered and student-centered, scores did not differ in terms of grade levels, while Task-Centered Anxiety differed. In addition, it was concluded that there was no statistically significant difference in the other dimensions, where the beliefs about the contribution of the education received at the university to the practice differed significantly only in terms of Student-Centered Anxiety. Also; it was found that there were significant differences in the self-centered, task-centered and student-centered concerns of the prospective teachers in terms of their perception of teaching profession, belief in being a successful teacher in the future, and anxiety about whether they were successful in the profession. Keywords: Professional Anxiety, Preschool Education, Teacher Candidates, Teacher Competence