Analyzing Predictive Role of Pre-Service Teachers’ Occupational Anxiety Level on Positive Emotions

Abstract

The objective of this study is to examine the predictive role of pre-service teachers’ professional anxiety on positive
emotions. The relational screening model was adopted in the study. 484 pre-service teachers were selected from the
Faculty of Education in Kırıkkale University with stratified sampling method for sample. Occupational Anxiety
Scale and Dispositional Positive Emotion Scales were applied to sample group. Correlation and multiple regression
analysis were used to analyze the data. Correlation analysis revealed that the relations between contentment and
occupational exam centered anxiety and socio-economic centered anxiety have the highest scores, whereas the
relations between compassion and socio-economic centered anxiety and school management centered anxiety have
the lowest scores. Results of multiple regression analysis indicated that occupational exam centered anxiety and
socio-economic centered anxiety are significant predictors of positive emotions but job oriented anxiety, interaction
with students centered anxiety, colleagues and students’ parents centered anxiety, self-development centered anxiety,
adaptation self-development centered anxiety and school management centered anxiety isn’t a predictor for positive
emotions. Suggestions for decreasing the pre-service teachers’ occupational anxiety level were presented at the end
of the study.