Investigation of Central Exam Anxieties and Professional Expectations of Physical Education and Sports Teacher Candidates

The aim of this research is to examine the anxiety levels of physical education teacher candidates regarding centralized exams and their professional expectations. The recent transition in Turkey from the Public Personnel Selection Examination (PPSE) to the Academy Entrance Exam (AEE) system constitutes the main problem, as it creates both psychological and professional reflections for candidates. Using a quantitative design with a descriptive survey model, the study sample consisted of 179 students from Van Yüzüncü Yıl University Faculty of Sports Sciences. Data were collected through the Expectations from Teaching Profession Questionnaire (ETPQ) and the Teacher Certification Examination Anxiety Scale (TCEAS). Since the normality assumption was not met, analyses were conducted using Mann-Whitney U and Kruskal-Wallis H tests. Findings revealed that teacher candidates hold high general expectations toward the profession, yet their hope for achieving these expectations remains comparatively low. Exam anxiety, particularly in the dimensions of exam perception and time management, was found to be high. Moreover, anxiety and professional expectations varied significantly by age, desired employment region, settlement type, academic goals, economic responsibilities, and exam preparation duration. In conclusion, it is determined that teacher candidates experience elevated anxiety due to exam-based uncertainty and pressure, while simultaneously striving to sustain their professional ideals. These results highlight the necessity of providing stronger support mechanisms to reduce exam-related anxiety and developing administrative structures that consider the professional expectations of candidates.