An investigation of the relationship between science teacher candidates' technological pedagogical content knowledge (TPACK) self-efficacy beliefs and their levels of professional anxiety

This study aimed to determine the relationship between pre-service science teachers' technological pedagogical content knowledge self-efficacy beliefs and their professional anxiety levels and to examine this relationship in terms of various variables. The study group of the research consists of 202 pre-service teachers studying in the Science Teaching Undergraduate Program of the Faculty of Education at Akdeniz University in the 2023-2024 Academic Year. The research data were collected using the "TPACK Self-Efficacy Belief Scale" developed by Canbazoğlu-Bilici et al. (2013) and the "Professional Anxiety Scale for Pre-Service Teachers" developed by Cabı and Yalçınalp (2013). The data obtained as a result of the research were analyzed with the SPSS-22 package program and the findings were interpreted by applying t-Test and Variance Analysis on the obtained data. As a result of the research, it was determined that the averages of science teacher candidates regarding the TPACK Self-Efficacy Belief scale were generally at a moderate level, while their averages regarding the Professional Anxiety scale were at the level of "I am partly worried". While no significant difference was found in terms of TPACK Self-Efficacy levels and gender variable, significant results were obtained in terms of class level and daily internet usage time variables. When the Professional Anxiety levels were examined in terms of gender, class level and daily internet usage time variables, significant results were obtained. It was determined that there was a high level positive significant relationship between the TPACK self-efficacy belief levels of science teacher candidates and their professional anxiety levels.