Investigation of the Relationships Between Pre-Service Teachers’ Classroom Management Anxiety with Their Career Adaptation and Optimism

Abstract

This study examines the relationships between pre-service teachers’ career adaptability with optimism and their classroom management anxieties. The variables of choosing the teaching profession willingly and thinking that teaching is the right choice are part of the study with gender and department. A personal information form and two different data collection tools were administered to 367 pre-service teachers. The data was analysed using Hierarchical regression analysis. The results show that career adaptability and optimism significantly predicted the two sub-dimensions of classroom management anxiety. In addition, the results reveal that willingly choosing the teaching profession was effective on anxiety.