Investigation of Candidate Teachers' Early Teacher Identity with Public Personnel Selection Examination Anxiety Levels

Year 2024, Volume: 12 Issue: 24, 568 - 581

Selim Asan , Edanur Yağan

https://doi.org/10.18009/jcer.1486352

Abstract

In this research aims to examine the candidate teacher's identity with Public Personnel Selection Examination (PPSE) anxiety levels. The research included 302 candidate physical education teachers (140 female and 162 male) aged between 21 and 28 (23.95±1.54). “Personal Information Form,” “Early Teacher Identity Scale (ETIS),” and “Public Personnel Selection Examination Anxiety Level Scale (PPSEALS)” were used as data collection tools in the research. According to the data obtained from the research, there was no significant correlation between the candidate teachers' PPSEALS scores and the ETIS scores. A significant difference existed between candidate teachers' grade levels with PPSEALS scores and ETIS scores. Compared to 3rd-grade and graduate students, 4th-grade students scored higher on the PPSEALS and ETIS. Although there was a significant difference between PPSEALS scores according to gender, there was no significant difference in terms of ETIS scores. According to this, women have higher PPSEALS scores compared to men. According to academic achievement status, no significant difference was found between the scores of PPSEALS and ETIS. The results obtained from the research revealed that candidate teachers have PPSE anxiety at a medium level and teacher Identity perception at a high level. As a result, it can be said that 4th-grade students' high perception of teacher identity leads to higher levels of test anxiety.

Keywords

Physical education, PPSE anxiety, sports sciences, teacher candidates, teacher identity

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Erzurum Technical University Research and Publication Ethics Committee The date and number of the ethical assessment decision: 19.10.2023 and 11-8

Supporting Institution

Bu çalışma TÜBİTAK Bilim İnsanı Destek Programları Başkanlığı (BİDEB) tarafından 1919B012306955 başvuru numarası ile “Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı 2209-A” kapsamında desteklenmiştir.

Project Number

1919B012306955

Thanks

TÜBİTAK Bilim İnsanı Destek Programları Başkanlığı (BİDEB)'e ve çalışmada yer alana katılımcılara teşekkür ederiz.

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