In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
173~
1
8
0
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
182
13
1
73
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Occupational anxiety and s
elf-efficacy levels among
prospective teachers
Ş
u
le
F
ırat
D
ur
dukoca
1
, Tazegül Demir
A
t
a
lay
2
1
D
e
part
men
t
o
f S
p
eci
al E
du
cation,
F
aculty
o
f E
d
u
catio
n, Kaf
kas U
nive
rs
ity
,
T
urk
e
y
2
D
e
partm
e
n
t
o
f S
o
ci
al S
ci
ences a
nd
Tu
rk
is
h
Educati
on,
F
acul
t
y
o
f
E
du
catio
n, Kafk
a
s
U
n
iv
ersity
,
T
u
rkey
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
Jan
2
, 2019
Re
vise
d F
e
b 20,
201
9
A
c
c
e
pte
d
F
eb 28,
2
0
1
9
Thi
s
s
tudy
e
xam
i
ned
t
h
e
relatio
n
s
h
i
p
b
e
tw
een
o
ccu
pati
on
al
a
nx
ie
ty
a
nd
self
-
ef
ficacy
l
ev
els
of
p
ro
spectiv
e
teach
ers
enro
lled
i
n
p
edag
og
ical
f
orm
a
ti
on
trai
n
i
ng
ce
rt
ifi
cate
p
r
ogram
a
t
the
f
acult
y
of
e
ducati
on
in
u
n
i
vers
it
ies
und
er
th
e
Cou
n
cil
o
f
H
ig
her
E
d
u
cation
t
o
t
each
i
n
secon
d
ary
s
c
ho
ol
s
a
nd
h
igh
sc
ho
ols
in
T
u
r
k
e
y,
a
nd
e
v
a
lua
t
e
d
t
he
m
ba
se
d
o
n
d
iv
e
r
se
v
a
r
ia
b
l
e
s
(gender,
dep
a
rtm
e
nt
,
h
i
g
h
s
cho
o
l
t
y
p
e
,
edu
cat
io
nal
l
e
vel
o
f
p
arent
s
).
I
t
w
a
s
a
des
c
rip
tiv
e
st
udy
u
s
i
n
g
su
rvey
m
o
d
el.
Th
e
s
t
ud
y
g
r
ou
p
co
mpris
e
d
2
36
pro
s
p
ectiv
e
tea
c
h
e
rs.
Research
d
ata
were
g
athered
th
rou
gh
“Teac
hin
g
Occu
pati
on
A
nxiet
y
S
cale”
and
“T
eachers
’
S
en
se
o
f
Effi
cacy
S
cal
e”.
T
h
e
st
ud
y
co
nclu
ded
th
at
t
h
e
p
ro
sp
e
c
tiv
e
teach
ers’
a
nx
iet
y
a
bo
ut
t
h
e
teachi
n
g
pro
f
ession
w
as
l
o
w
,
wh
ereas
t
hey
h
a
d
hi
gh
occu
pat
i
on
al
s
elf
-
eff
icacy,
and
th
ere
was
a
m
o
d
e
ra
t
e
,
n
e
gati
ve
r
el
ati
ons
h
i
p
b
e
tw
een
t
he
t
wo
v
ar
iables.
The
st
ud
y
also
f
ou
n
d
t
h
a
t
o
ccup
a
tional
s
e
lf
-efficacy
l
ev
els
o
f
t
he
parti
c
ipant
s
diff
ered i
n re
l
a
tion
to th
e
edu
ca
t
i
o
n
al
lev
el of
f
a
ther.
K
eyw
ord
:
O
c
c
upa
tio
na
l
anx
i
e
t
y
O
c
c
upa
tio
na
l
self-e
ffic
acy
P
e
dago
g
i
cal
f
o
r
m
a
tion
trai
ni
n
g
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Şule
F
ira
t
D
urdu
k
o
ca
Department
o
f
Special
E
ducat
ion , Faculty of
Education,
K
a
fkas U
ni
ver
s
i
t
y,
3
6
1
00, K
a
r
s,
T
urkey.
Em
ail:
drsu
l
e
fi
rat@gm
a
il.c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
The
prim
ary
t
e
ache
r
t
ra
in
in
g
facu
l
t
y
i
n
T
urke
y
is
e
d
u
ca
t
i
on
f
ac
u
l
ty
a
t
un
iv
e
r
s
iti
e
s
.
In
a
d
d
it
io
n
,
t
he
fa
cu
l
t
y
o
f
a
rts
and
sc
i
e
nce
s
,
fa
cul
t
y
of
e
c
o
n
o
m
i
cs
a
nd
a
d
mini
st
r
a
t
i
v
e
s
c
i
enc
e
s
,
facu
l
t
y
of
n
ursi
ng,
f
a
c
ul
t
y
o
f
fi
ne
a
r
t
s,
a
nd
voca
t
i
o
nal
sc
ho
o
l
o
f
ph
ys
i
c
a
l
e
duc
at
i
on,
e
tc.
t
h
at
t
e
ach
s
ub
j
ect
knowl
e
dg
e
th
rou
g
h
bu
sy
pro
g
ra
ms
a
lso
pla
y
a
n
ac
ti
v
e
r
ol
e
i
n
t
ea
ch
er
t
r
a
ini
ng.
S
tude
n
t
s
g
rad
u
a
t
in
g
from
t
hese
f
a
c
ul
tie
s
m
u
st
h
a
v
e
peda
g
o
g
i
ca
l
f
o
r
m
a
t
i
o
n
ce
rtifi
cate
g
i
ve
n
b
y
t
he
f
ac
ul
ty
o
f
educa
tio
n
a
nd
me
mbe
r
s
of
t
his
fa
c
u
l
t
y
t
o
t
a
k
e
a
ce
nt
r
a
l
e
x
am
a
s requ
is
ite for ge
t
t
i
n
g
a
p
poi
nt
ed an
d
t
o teac
h
at
sc
h
o
o
l
s.
F
orm
a
tio
n
trai
ni
n
g
p
r
ogr
am
s co
m
p
rise
the
pe
dag
o
gy
of
h
ow
s
t
ude
n
t
s
tra
i
ne
d
i
n
a
rea
s
o
t
h
er
t
ha
n
t
h
e
fa
cu
l
t
y
of
e
d
u
ca
ti
on
c
a
n
t
e
a
c
h
t
heir
s
ub
je
c
t
k
n
o
w
l
e
dg
e
.
W
i
t
hi
n
th
i
s
p
rogra
m
,
i
t
i
s
c
o
m
p
ul
so
ry
t
o
t
a
ke
1
0
c
o
u
r
s
es
a
nd
25
c
r
ed
i
t
s
deter
m
ine
d
b
y
t
h
e
Cou
n
c
i
l
of
H
i
gher
E
duca
t
i
o
n
(CoH
E).
Cur
r
ent
l
y,
s
t
u
den
t
s
w
ho
w
a
n
t
t
o
r
egis
ter
in
t
he
p
r
ogram
m
ust
pay
a
fe
e.
S
tuden
t
s
w
ho
c
o
mp
le
te
t
he
p
ro
gram
g
et
t
he
p
eda
g
og
i
c
a
l
f
orm
at
ion
tha
t
e
very
f
a
c
u
l
t
y
o
f
ed
u
c
a
tio
n
grad
ua
t
e
a
lre
a
dy
posse
ss.
Th
us,
the
y
c
a
n
b
e
g
i
n
t
o
tea
c
h
a
t
sch
o
ol
s
un
d
e
r
t
h
e
M
i
n
i
st
ry
o
f
Nat
i
on
al
E
du
cat
i
o
n
(M
o
N
E).
Ho
w
e
v
e
r,
t
h
e
s
ta
rt
in
g
p
o
i
n
t
o
f
t
hi
s
st
udy
wa
s
a
c
l
a
ssro
om
obse
r
va
ti
on
t
h
a
t
p
ros
p
ect
i
v
e
teac
hers
e
nro
l
le
d
in
t
hi
s
pr
og
ra
m
have
a
m
oder
a
te
l
e
v
e
l
o
f
an
x
i
ety
co
mp
a
r
ed
t
o
p
r
ospe
ct
i
v
e
t
e
ach
e
r
s
a
t
t
he
fa
cu
l
t
y
o
f
e
du
c
a
ti
o
n
.
A
n
x
i
et
y
is
a
c
rit
i
c
a
l
s
ta
te
o
f
f
eeli
n
gs
t
hat
bri
ngs
a
lo
ng
m
an
y
nega
t
i
ve
e
m
o
t
i
on
s
li
ke
t
imi
d
i
t
y,
l
ac
k
of
self-c
on
fi
de
nc
e
a
nd
un
ha
pp
i
n
ess,
a
n
d
h
a
s
a
n
a
dver
s
e
e
f
fe
ct
o
n
j
o
b
p
erfor
m
a
n
ce.
K
yr
i
a
co
u
a
n
d
S
u
tc
liffe
mai
n
t
a
i
n
e
d
t
h
a
t
an
xi
et
y
is
a
n
e
g
ati
v
e
cond
it
ion
t
h
at
c
a
u
s
e
s
sa
d
ness
i
n
p
eop
l
e
[1].
M
an
y
re
sear
cher
s
defi
ne
d
a
n
xi
et
y
i
n
v
ario
u
s
a
sp
ect
s
.
I
t
i
s
d
e
f
i
n
e
d
a
s
a
st
at
e
of
a
rousa
l
m
a
n
ifest
i
n
g
itsel
f
thr
o
ug
h
ph
ys
i
c
a
l
,
em
oti
ona
l
and
c
o
gn
it
i
v
e
di
ffe
re
nc
es
e
x
p
e
r
ie
nce
d
b
y
ind
i
vi
d
u
al
s
i
n
t
he
cas
e
of
a
s
ub
j
e
c
t
i
v
e
d
a
ng
er;
a
d
i
stu
r
bi
ng
f
e
eli
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. Eva
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
173
-
18
0
17
4
t
h
a
t
e
m
e
r
g
e
s
w
h
e
n
a
s
t
r
o
n
g
d
e
s
i
r
e
o
r
i
m
p
u
l
s
e
s
e
e
m
s
n
o
t
t
o
a
c
h
i
e
ve
its
p
urp
o
se;
a
n
i
nn
e
r
r
e
s
ponse
sh
ow
e
d
i
n
the
ca
se
o
f
i
m
m
i
ne
n
t
d
a
nge
r
[2]-
[4].
T
ur
k
i
s
h
L
a
n
gua
ge
A
s
s
oc
i
a
t
i
o
n
d
e
s
c
r
i
b
e
s
a
n
x
i
e
t
y
a
s
s
a
d
n
e
s
s
,
a
w
o
r
r
y
i
n
g
t
h
o
u
ght
,
so
rrow
a
n
d
a
f
e
e
li
ng
o
f
t
e
n
s
io
n
du
e
t
o
a
n
u
nkno
wn
r
e
a
s
on
t
h
a
t
usua
ll
y
s
t
e
m
s
from
t
h
e
i
d
ea
t
h
a
t
some
thi
n
g
b
a
d
w
i
l
l
h
a
ppe
n.
U
sual
l
y
c
ha
rac
t
erise
d
a
s
n
e
ga
ti
ve
a
n
d
c
a
u
s
i
ng
o
t
her
ne
ga
t
i
ve
f
e
e
l
i
n
gs,
a
n
x
i
e
t
y
cre
a
tes
se
rio
u
s
prob
l
e
ms
i
n
te
rms
of
p
ra
c
t
i
s
in
g
o
n
e’
s
pr
ofess
i
o
n
w
h
en
e
xper
i
enc
e
d
i
n
re
lat
i
on
t
o
t
ha
t
p
r
o
f
e
s
s
i
on
.
It
c
a
u
ses
con
s
id
era
b
l
e
d
amag
e
fo
r
t
h
e
p
e
rson
s
t
h
e
m
s
e
l
ves,
i
n
the
pr
ocess
w
h
e
n
s
t
u
den
t
s
de
ve
lo
p
succe
ss
a
nd
t
h
e
sel
f
,
a
nd
i
n
t
e
r
m
s
o
f
t
h
e
se
nse
of
d
ut
y
,
p
a
r
tic
u
l
a
r
l
y
w
h
e
n
e
x
peri
e
n
c
e
d
a
t
t
he
b
egi
nni
ng
o
f
and
dur
in
g
the
pra
c
t
i
c
ing
of
t
he
t
eac
h
i
ng
pr
o
f
e
ssi
on.
W
a
g
n
e
r
re
port
e
d
t
hat
the
a
n
xi
e
t
y
le
ve
l
s
o
f
pro
b
at
i
onar
y
teac
hers
w
ere
hi
g
h
er
t
ha
n e
x
perie
n
c
e
d te
ac
he
rs [5
]
.
S
a
dık
o
ğ
lu,
H
a
st
ürk
an
d
P
o
l
a
t
ci
ted
the
ty
p
e
s
a
nd
impa
c
t
s
of
t
e
a
ch
ers’
o
cc
u
p
a
ti
on
al
a
nx
i
e
ty
fro
m
a
stud
y co
n
duc
te
d b
y
F
uller
(19
69).
A
ccordi
n
g
l
y, t
e
a
c
h
e
r
s’ oc
c
upa
tio
na
l co
n
c
e
r
ns a
re classi
fie
d
a
s sel
f
-
cen
tre
d
,
tas
k
-ce
n
tre
d
a
nd
s
tude
nt
-
c
e
n
tre
d
[
6].
S
e
lf-
c
entre
d
c
oncer
n
s
a
re
r
e
l
ate
d
t
o
s
u
c
h
a
spe
c
t
s
a
s
ha
v
i
ng
a
d
e
qua
te
kn
ow
le
d
g
e
of
t
he
s
ub
jec
t
m
atter
,
s
uffic
i
e
n
t
pe
da
go
g
i
c
a
l
kn
ow
le
d
ge,
be
in
g
em
o
tio
nal
l
y
b
ala
n
c
e
d
,
be
in
g
o
b
j
e
ct
iv
e
,
a
nd
s
u
c
ce
ss
exp
e
ct
an
c
y
,
and
fo
cuse
s
on
t
h
e
p
ro
bl
e
m
o
f
w
h
e
t
h
e
r
t
h
e
y
c
a
n
p
e
r
f
o
r
m
t
h
e
i
r
o
c
c
u
p
a
t
i
o
n
su
c
c
e
ssful
l
y
.
Th
ey
r
el
at
e
t
o
t
he
a
pt
it
u
d
e
o
f
perso
n
a
l
c
h
a
r
ac
te
r
i
s
t
i
cs
f
or
t
h
e
o
c
c
u
p
a
t
i
o
n.
T
a
s
k-c
e
n
t
red
c
o
n
c
erns
are
re
leva
nt
t
o
suc
h
c
hara
cte
r
ist
i
cs
a
s
fo
llo
w
i
n
g
a
n
d
a
pp
lyi
n
g
th
e
d
e
v
e
lo
p
m
ent
s
a
nd
in
nov
ati
o
ns
i
n
t
h
eir
respe
c
t
i
ve
a
re
a,
open
n
ess
to
c
oo
pera
ti
on
a
n
d
ab
i
l
ity
t
o
a
d
a
p
t
,
an
d
c
o
nce
n
tra
t
es
on
prac
tisi
n
g
t
h
e
tea
c
h
in
g
profe
s
si
o
n
e
ffe
c
ti
ve
ly
a
n
d
s
u
ffic
i
e
n
t
l
y.
S
tude
nt-ce
n
t
r
ed
c
o
n
c
e
r
ns
a
re
a
bou
t
aspects
s
u
c
h
a
s
ta
ki
ng
e
duca
tio
na
l
di
ffe
re
nce
s
i
n
t
o
ac
c
o
u
n
t
,
rega
rd
in
g
st
ude
nt
e
x
p
e
c
t
at
ion
s
,
prope
r
p
l
a
n
n
i
ng
an
d
prac
ti
c
i
n
g
o
f
te
a
c
hi
n
g
,
con
t
in
uin
g
t
ea
chi
n
g
w
ith
d
iv
erse
a
nd
prope
r
m
a
terials
a
n
d
m
e
tho
ds,
a
n
d
hav
i
ng
g
ood
c
o
mm
unica
t
i
on
sk
i
l
ls,
and
ce
n
t
r
e
s
aro
u
n
d
t
he
i
d
e
a
of
b
ei
n
g
c
om
pet
e
nt
e
n
o
u
g
h
t
o
m
e
e
t
s
tu
d
e
nt
n
ee
d
s
.
At
ma
ca
i
n
d
i
cat
e
d
p
rospe
c
t
ive
t
e
a
c
h
e
rs’
c
o
n
cern
s
a
b
out
t
he
t
e
a
c
hi
ng
o
cc
u
p
a
ti
on
c
o
n
c
e
n
t
r
at
es
o
n
ce
rtai
n
a
s
pe
c
t
s
i
n
d
iffe
ren
t
p
e
r
io
ds:
grad
ua
ti
on
p
e
r
i
od,
g
et
tin
g a
p
p
o
in
ted,
c
en
tral
e
xam
a
nd anx
i
ety
about finding
a
j
o
b
[7].
It
c
an
b
e
cl
ai
med
th
at
a
nxi
et
y
al
so
a
ff
e
c
t
s
m
o
t
iv
a
t
io
n
at
w
ork
i
n
a
n
e
g
a
tiv
e
w
a
y.
T
hus,
i
t
c
a
n
a
lso
be
no
te
d
t
h
a
t
an
x
i
e
ty pl
a
ys a ro
l
e
in the
m
o
tiva
t
i
ona
l pr
oce
s
se
s d
esc
r
i
b
ed by H
u
i
:
A
im (succ
e
ss-goa
l orie
n
t
a
t
i
on:
aim
of
t
he
s
e
l
f
or
a
im
s
i
n
v
o
l
vi
n
g
t
he
s
e
l
f,
l
e
a
r
n
i
ng
g
o
als,
p
er
fo
r
m
a
n
ce
goa
l
s
,
task
o
r
g
o
a
l
s
i
n
vo
l
v
in
g
a
tas
k
,
aim
s
o
f
e
s
ca
p
i
ng
t
h
e
work,
s
o
c
i
a
l
a
ims),
intr
i
n
s
i
c
a
n
d
e
x
tri
n
si
c
mo
tiv
a
t
i
o
n
,
i
nt
ere
s
t
(p
erso
na
l
and
sit
u
a
t
ion
a
l
in
t
e
rest),
s
el
f-pla
n
ni
n
g
(
a
g
e
n
cy,
ex
ha
usti
o
n
,
se
l
f-c
om
pet
e
nc
e,
se
lf-e
ffic
a
c
y)
[
8].
Par
t
ic
ul
a
r
ly
its
i
m
p
act
o
n
self-e
ffic
acy
t
hat
in
v
o
l
v
es
a
s
e
l
f-eva
lua
t
i
o
n
proce
s
s
in
t
er
ms
of
o
cc
upa
tio
n
bro
u
g
h
t
t
o
mi
nd
a
q
u
e
stio
n
espec
i
al
ly
i
nq
u
i
re
d ab
ou
t b
y
t
he
re
s
ear
cher
.
P
e
rc
eived
sel
f-e
ffica
c
y
w
a
s
f
irst
p
r
o
pose
d
b
y
Ba
nd
ura
in
1
97
7
a
n
d
used
a
s
a
fra
m
e
w
ork
in
beha
v
i
o
u
ra
l
a
n
d
soc
i
a
l
l
e
a
rn
i
n
g
t
h
eor
i
e
s
i
n
th
e
subse
q
uen
t
y
ear
s
(198
6,
1
9
89),
a
nd
it
is
t
h
e
k
ey
t
erm
of
S
ocial
Cog
n
i
t
i
ve
T
he
ory
w
h
ic
h
a
s
s
e
rts
t
h
a
t
i
n
d
i
vi
dua
ls
f
irst
m
u
s
t
have
s
e
l
f-co
n
f
i
de
nce
i
n
a
n
ar
ea
to
u
t
ilise
t
h
ei
r
sk
i
l
ls i
n tha
t
a
re
a in
a
n e
ffe
c
t
ive
w
a
y [9]
,
[
10
].
Th
e
c
o
n
cept
of
s
e
l
f
-
e
ffi
ca
c
y
can
b
e
d
e
fin
e
d
as p
e
opl
e'
s b
e
li
ef
s
a
bou
t
th
e
i
r ca
p
a
bi
l
i
ti
es t
o
org
a
ni
se
t
h
e
nec
e
ssary
a
c
tiv
it
y
t
o
d
i
s
p
l
a
y
a
c
e
r
tain
p
erfor
m
a
n
ce
a
nd
car
r
y
o
u
t
t
ha
t
ac
ti
vi
ty
s
uc
ce
ssfu
l
ly,
an
d
t
h
e
i
r
in
t
e
rna
l
b
e
l
i
e
f
a
b
o
u
t
t
h
e
a
n
s
w
e
r
t
o
t
h
e
q
u
e
s
t
i
o
n
o
f
“
W
h
a
t
c
a
n
I
d
o
?
”
w
i
t
h
t
h
ei
r
s
k
ill
s
[1
1
]-[1
4
].
S
e
l
f
-
ef
f
i
ca
cy
i
s
al
so
peo
p
l
e’s be
l
i
ef tha
t t
h
e
y
ha
v
e
c
o
g
n
i
t
i
v
e,
m
oti
v
a
t
i
ona
l a
n
d be
ha
v
i
our
a
l
re
s
o
u
rce
s
nee
de
d f
o
r c
o
nt
r
o
l
l
i
n
g
eve
n
t
s
t
h
at
a
ff
ec
t
th
ei
r
l
i
v
es
a
s
we
ll
a
s
th
e
cap
abi
lit
y
to
m
obi
li
se
t
h
e
se
r
eso
u
rce
s
w
hen nec
e
ss
ary.
T
h
u
s, in
itia
l
l
y
use
d
for referr
i
ng
to
the in
t
er
na
l be
l
i
e
f
a
bo
ut a si
t
uat
i
on / tas
k
d
ep
e
n
d
e
n
t
c
ap
acit
y
,
th
e
c
o
n
c
e
p
t
o
f
sel
f
-
eff
i
ca
cy l
at
e
r
st
art
e
d
t
o
b
e
ad
d
r
e
ssed
a
s
a
g
en
e
r
a
l
i
s
ed
b
eli
e
f
t
h
a
t
p
eop
l
e
h
a
v
e
the
c
a
pa
bi
l
i
t
y
t
o
dea
l
w
i
t
h
e
v
e
n
t
s
a
f
f
ec
t
i
ng
the
i
r li
ves.
S
e
lf-
e
ffic
ac
y
b
e
li
e
f
d
e
v
e
l
ops
a
s
r
e
sult
o
f
t
h
e
se
lec
t
io
n,
e
val
u
a
t
i
on
an
d
in
te
gra
tio
n
o
f
k
n
o
w
l
e
d
ge
com
i
n
g
f
r
o
m
m
a
ny
so
ur
ces
r
ela
t
e
d
t
o
eff
i
c
a
c
y.
I
f
a
person
has
s
t
r
o
n
g
sel
f
-
e
ffi
c
ac
y,
t
he
y
ca
n
be
m
ore
r
e
si
l
i
e
n
t
to
c
han
g
es.
O
n
t
he
o
t
h
e
r
h
a
n
d
,
p
eop
l
e
w
ho
h
a
ve
l
ow
s
elf-e
ffi
c
a
c
y
a
b
o
u
t
t
h
e
i
r
c
a
pa
bi
li
tie
s
m
a
y
t
h
in
k
tha
t
t
he
y
are
vulne
rab
l
e
to
c
ha
n
g
e.
P
e
o
p
l
e’
s
pe
rce
i
v
e
d
se
lf-efficac
y
i
n
fl
uenc
es
t
he
e
ffor
t
to
b
e
e
x
erte
d
f
o
r
c
h
o
o
s
i
ng
the
i
r
a
c
ts,
t
h
e
spa
n
o
f
pa
tie
nc
e
in
s
o
l
v
i
ng
a
pr
oble
m
,
leve
l
o
f
a
nxi
e
t
y
a
n
d
t
r
us
t
,
a
nd
how
t
h
e
y
shou
l
d
t
hin
k
,
fe
el,
mot
i
va
te
t
h
e
mse
l
ve
s
a
n
d
ac
t
.
T
he
s
t
r
on
ger
self-eff
icac
y,
the
m
o
re
e
ffor
t
the
y
m
ake,
a
nd
t
h
e
mor
e
persis
te
nt
a
n
d
r
e
s
i
s
ta
n
t
t
he
y
be
com
e
t
o
fu
lfil
t
he
t
as
k.
S
elf-e
f
f
i
c
ac
y
b
e
li
ef
s
may
a
l
so
h
a
v
e
an
i
nfl
u
enc
e
on
peo
p
l
e’s
w
a
y
of
t
h
i
n
k
i
n
g
,
pr
ob
lem
s
o
lv
in
g
sk
i
l
ls
a
nd
em
oti
ona
l
respo
n
s
es.
Pe
o
p
l
e
wit
h
l
o
w
s
elf
-
ef
fi
ca
cy
th
ink
tha
t
t
hi
n
g
s
a
r
e
more
d
iffi
c
u
l
t
t
han
th
e
y
s
ee
m,
a
nd
h
enc
e
,
t
he
y
ha
ve
a
n
arr
o
w
e
r
po
int
of
v
i
e
w
for
eve
r
y
t
hi
ng
a
n
d
ha
ve d
i
f
ficu
l
t
y
in
s
o
l
vin
g
t
he p
r
o
bl
e
m
s
t
h
e
y
f
ac
e
.
H
ow
eve
r
,
peo
p
l
e
w
i
t
h
h
i
gh
se
lf-efficac
y
a
r
e
expe
c
t
e
d
t
o
fe
e
l
m
or
e
com
f
o
r
tab
l
e
in
d
i
f
fic
u
l
t
s
i
t
ua
tio
ns
a
nd
w
or
k
s
,
a
n
d
ac
t
m
o
re
c
o
n
fide
n
t
l
y
a
nd
st
r
o
n
g
ly
[1
5],
[1
6].
Th
us,
ha
v
i
n
g
s
tr
on
g
a
n
d
si
gn
ifica
n
t
pe
rce
i
ve
d
se
lf-
effic
acy
i
nc
rea
s
e
s
s
uc
ce
ss.
P
e
opl
e
w
ho
a
r
e
hi
ghl
y
c
o
nfi
d
e
n
t
ab
o
u
t
the
i
r
ow
n
a
b
i
l
i
tie
s
ac
h
i
eve
d
i
ffi
cul
t
t
a
sks
m
o
r
e
e
a
s
il
y.
H
ow
e
v
er,
t
h
ose
w
h
o
ar
e
unaw
a
re
o
f
t
h
e
i
r
sk
i
l
l
s
o
r
ha
ve
d
ou
b
t
s
a
b
o
u
t
t
hem
sh
ow
a
t
e
nde
n
c
y
t
o
av
oi
d
d
i
f
f
ic
u
lt
ta
sks
[1
7].
Th
us,
i
t
c
a
n
be
note
d
t
ha
t
bo
t
h
a
n
x
ie
t
y
a
nd
se
lf-
e
ff
i
c
ac
y
p
l
a
y
a
s
i
g
n
i
fica
n
t
r
o
l
e
in
d
evel
o
p
i
n
g
occ
upa
t
i
o
n
a
l
c
om
pete
nce
.
Suc
h
si
gnif
i
c
a
n
ce
is a
l
s
o
t
h
e
source
o
f
the p
r
esent st
u
dy.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
I
S
S
N
:
2252-
88
22
O
ccup
a
t
i
o
n
a
l anx
ie
ty and sel
f
-ef
fic
acy
lev
e
l
s am
on
g
pr
osp
ectiv
e
teac
h
e
rs
(
Ş
ule Fira
t
D
u
rdu
k
oc
a)
17
5
The
m
a
i
n
a
im
o
f
th
is
s
t
udy
w
a
s
to
e
xp
l
o
re
t
he
r
ela
t
ions
h
i
p
be
tw
e
e
n
oc
c
upa
t
i
o
n
a
l
a
n
x
i
ety
a
n
d
se
l
f
-
efficac
y
l
e
ve
ls
o
f
pros
pec
t
i
v
e
tea
c
he
rs
e
nrol
le
d
i
n
p
eda
g
og
ica
l
f
orm
a
tion
tra
i
n
i
n
g
c
e
r
tifica
t
e
pr
ogra
m
a
nd
eva
l
ua
t
e
t
he
m
ba
se
d
o
n
d
i
v
e
r
se
v
ar
i
a
bles.
T
o
t
ha
t
en
d,
t
he
f
o
l
l
ow
in
g
q
u
es
tio
ns
w
e
r
e
aske
d:
(
1)
W
ha
t
a
r
e
the
occ
u
p
a
tio
na
l
a
n
x
i
e
t
y
a
n
d
se
lf-
e
fficac
y
leve
l
s
o
f
pr
ospe
c
t
i
v
e
te
a
c
her
s
?
(2)
D
o
o
c
c
upa
t
i
o
n
a
l
a
n
x
ie
t
y
a
nd
se
lf-
efficac
y
le
ve
ls
s
ig
nific
a
n
t
ly
d
i
ffe
r
base
d
o
n
g
e
n
d
e
r,
d
e
p
a
r
tm
en
t,
h
ig
h
s
c
ho
o
l
t
yp
e
an
d
educ
a
t
i
o
na
l
le
ve
l
of
p
a
rent
s
amo
ng
p
r
o
s
p
e
cti
v
e
t
e
a
c
h
ers?
(
3
)
I
s
t
h
ere
a
si
g
n
if
i
can
t
r
e
lat
i
o
n
s
h
i
p
be
tw
ee
n
occ
upa
tio
na
l
a
n
x
i
ety
a
n
d
occ
upa
tio
na
l
self-e
ffic
a
c
y le
ve
ls
o
f
pr
ospec
t
i
v
e te
ach
e
r
s
?
2.
RESEARCH
M
ETH
O
D
2.1.
S
t
ud
y grou
p
Th
is
i
s
a
de
sc
ri
pti
v
e
st
u
dy
tha
t
w
a
s
c
ond
uc
t
e
d
by
us
i
ng
s
u
rve
y
mod
e
l
.
T
he
s
t
udy
g
rou
p
co
nsi
s
t
e
d
of
23
6
pro
s
pec
t
iv
e
teac
hers
p
a
r
t
i
c
i
pa
tin
g
i
n
t
he
p
e
d
a
g
o
g
i
cal
f
or
ma
t
i
on
trai
ni
ng
pr
ogram
a
t
a
un
ivers
i
t
y
.
6
2
%
o
f
the
par
tic
i
p
an
t
s
w
e
r
e
fe
ma
l
e
(
n
=
1
4
9
).
T
he
re
w
e
r
e
78%
a
t
t
en
d
i
ng
(
n
=1
8
5
)
the
facu
l
t
y
of
a
r
t
s
a
n
d
sc
i
e
nce
s
,
1
2
%
(n=
2
8
)
t
h
e
s
ch
o
o
l
o
f
physi
c
al
e
du
c
a
t
i
on
and
sp
o
r
ts, a
nd
1
0
%
(n=
23
)
th
e
f
a
c
u
l
t
y
of
fi
n
e
a
rt
s
.
A
l
s
o
34
% o
f
the
part
ici
p
a
n
t
s
g
r
a
dua
te
d
fr
o
m
A
natol
i
a
n
h
i
gh
sc
h
o
o
l
w
h
i
l
e
t
he
m
ot
h
e
rs
o
f
5
0
%
(
n=11
7)
a
n
d
f
a
t
h
e
r
s
of
38%
(n=
9
0) w
e
r
e
“
p
rim
a
ry
s
choo
l gra
d
uate”
.
2.2.
D
a
ta
c
ol
l
e
cti
o
n
tools
The
resea
r
ch
d
ata
w
e
re
g
a
t
he
red
by
u
si
n
g
t
he
“
Tea
c
hi
ng
O
ccu
pa
ti
o
n
A
n
x
i
e
t
y
S
c
a
l
e
”
[
1
8
]
a
n
d
“Tea
c
h
ers’
S
e
n
se
o
f
Effi
c
acy
S
ca
l
e
”
[1
9
]
.
Te
a
c
hi
ng
O
cc
up
a
tio
n
A
nx
ie
ty
S
ca
le
i
s
a
5-p
o
i
n
t
L
i
ke
rt
t
yp
e
sc
a
l
e
w
ith
4
5
i
t
em
s
a
nd
8
fac
t
or
s,
a
nd
a
ll
the
fac
t
ors
ex
p
l
a
i
ne
d
65.7
2%
o
f
to
ta
l
va
ria
n
ce
.
Th
e
Cr
onba
c
h
’s
a
lp
ha
relia
bi
l
ity
c
o
e
ffic
i
e
n
ts
o
f
the
fac
t
ors
var
i
e
d
b
etw
e
e
n
0
.9
4
and
0
.
67.
T
e
a
c
h
e
r
s’
S
ense
o
f
Efficac
y
Sc
al
e,
a
9
-
po
int
Li
ker
t
t
y
p
e
me
asure
m
e
n
t
ins
t
rum
e
n
t
,
c
o
nsi
s
ts
o
f
th
ree
fa
c
t
o
rs
a
nd
2
2
ite
ms.
The
Cro
nbac
h
’s
a
l
pha
relia
bi
l
ity
c
oe
ffic
ie
nt
f
or
t
he
w
ho
l
e
s
c
a
l
e
w
a
s
.
93.
T
he
p
r
e
sen
t
stu
dy
fo
un
d
the
a
l
pha
c
oeffi
c
i
e
n
t
f
o
r
b
o
t
h
scale
wa
s
.94.
2.3.
Da
ta
a
na
ly
si
s
A
s
t
he
r
e
s
u
l
ts
o
f
e
x
am
ina
tio
ns
f
o
u
n
d
tha
t
d
ata
se
ts
d
i
d
n
ot
f
u
l
f
il
th
e
prem
ises
o
f
n
o
r
m
a
l
it
y,
n
o
n
-
para
me
tric
t
e
s
t
s
w
er
e
use
d
i
n
the
a
n
al
y
s
es.
In
t
he
a
nal
y
s
i
s
o
f
TO
AS,
me
an
s
core
s
we
re
t
a
k
en
i
nt
o
con
s
i
d
era
tio
n.
A
ccor
d
i
n
g
l
y,
t
he
s
c
o
ring
w
a
s
deter
m
in
ed
a
s
fo
llo
w
s
:
-1.
80
“
v
er
y
a
n
x
i
o
u
s”
;
1.
81-
2.60
“m
odera
te
ly
a
nx
i
o
u
s
”
;
2
.6
1-3.
40
“
som
e
w
h
at
a
nx
iou
s
”;
3
.
41-
4.20
“
sl
i
g
h
t
l
y
a
n
x
i
o
u
s”
;
4.
21-
5.00
“
n
ot
a
nx
iou
s
at
a
l
l
”.
A
s
for
the
ana
l
y
s
is
o
f
t
h
e
Te
ache
r
s’
S
e
n
se
o
f
Effica
c
y
S
c
a
le,
the
st
u
d
y
in
ves
t
i
g
a
t
e
d
w
hether
t
he
m
e
a
n
w
a
s
c
l
o
s
e
to
9
,
an
d
t
h
e
fol
l
o
w
i
n
g
s
c
o
ri
ng
w
a
s
use
d
t
o
as
sess
t
h
e
m
e
a
n
s
core
:
1.
0
0
-3.6
7
“
i
ns
u
f
f
i
c
i
e
n
t”
;
3.68-
6.34
“
m
od
e
r
a
t
e
l
y
s
u
ffic
ie
nt”
;
6
.35-9.
00
“
s
uffi
c
i
e
n
t” [
2
0
]
.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
Ta
b
l
e
1
p
r
o
vid
e
s
the
resu
l
t
s
of
d
esc
r
i
p
ti
ve
a
na
lys
i
s
on
t
h
e
part
ic
ipa
n
ts
’
score
s
on
th
e
Te
ac
hin
g
Occ
upa
tio
n
A
n
x
i
e
t
y
Sca
l
e
a
n
d
Teac
h
e
rs’
Se
n
s
e
o
f
E
f
f
ic
ac
y
S
cale.
A
n
a
n
al
ys
i
s
o
f
Ta
ble
1
ind
i
c
a
t
es
t
hat
t
h
e
occ
upa
tio
na
l
anx
i
e
t
y
leve
l
of
t
h
e
p
r
o
spe
c
t
ive
tea
c
her
s
w
as
“
sli
gh
t
l
y
anx
i
ou
s”,
and
the
i
r
score
on
t
h
e
Te
ac
h
e
rs
’
Se
n
s
e
o
f
E
ffi
ca
cy
S
ca
l
e
w
as
“
s
u
ffi
ci
en
t”
.
Th
is
r
e
s
u
l
t
d
em
on
st
r
a
tes
tha
t
t
he
p
art
i
ci
pa
nt
s
ha
d
l
o
w
occ
upa
tio
na
l
anx
i
e
t
y,
w
here
as the
ir
o
cc
upa
t
i
ona
l
sel
f
-e
ffica
c
y
was h
i
gh
.
Tab
l
e
1.
R
e
s
u
l
t
s
of
descr
i
pt
i
v
e
a
n
aly
s
i
s
o
n t
h
e
sc
ales
Sc
al
e
s
n
X
S.
S.
Tea
c
h
ing
Occ
upation
A
nxie
t
y
S
c
a
l
e
236
3
.
5
8
.69
T
e
ach
ers’ S
e
n
s
e
o
f E
ffic
a
c
y
S
c
a
l
e
2
3
6
7
.2
2
1
.
0
8
Ta
b
l
e
2
pre
s
ent
s
t
he
r
e
s
ul
ts
o
f
t
h
e
Man
n
Wh
i
t
ne
y
U
t
e
st
f
or
t
he
d
ifferentiation
o
f
pr
e-ser
v
i
ce
teac
hers
'
sc
or
es
f
r
o
m
the
Te
ac
hi
ng
Occup
a
t
i
o
n
A
nx
ie
ty
S
cale
and
T
e
a
c
he
rs’
S
e
nse
of
E
ff
i
c
ac
y
Sc
ale
b
y
gen
d
er
.
The
ex
a
m
inat
i
o
n
o
f
T
a
b
le
2
r
evea
l
s
t
hat
t
h
e
r
e
was
no
si
g
n
i
f
ican
t
di
ffe
renc
e
be
tween
t
he
p
ar
t
i
c
i
p
a
nt
s’
sc
o
r
es
o
n
t
h
e
Te
ac
hi
ng
O
ccu
p
a
ti
on
A
nxi
e
t
y
Sc
al
e
a
n
d
Tea
c
h
ers’
S
en
s
e
o
f
Ef
fi
ca
c
y
S
c
a
l
e
b
a
se
d
on
g
end
e
r
(*p
>
.0
5).
This
r
esul
t
ca
n
be
i
nter
pre
t
ed
a
s
t
h
at
o
c
c
upa
t
i
ona
l
a
nx
i
e
ty
a
n
d
se
lf
-ef
f
i
c
acy
l
ev
el
s
o
f
bot
h
th
e
fe
ma
l
e
a
n
d
m
ale pa
rt
ici
p
a
n
t
s
wer
e sim
i
l
a
r.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. Eva
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
173
-
18
0
17
6
Ta
ble
2.
R
esu
l
t
s
of Man
n
W
h
i
t
n
e
y
U
t
e
s
t
bas
e
d
on ge
n
d
e
r
S
u
b
s
cal
e
s
G
en
d
e
r
n
M
ean
r
an
k
Ran
k
s
u
m
U
p
Tea
c
h
ing
Occ
upation
Anxie
t
y
Sc
al
e
Fe
m
a
le
149
112.
28
1672
9.
00
5554.
00
.
06*
Ma
l
e
8
7
129.
16
1123
7.
00
Te
ac
h
e
rs’
Se
ns
e
of
E
ffica
cy
S
c
a
le
F
e
m
ale
149
113.
61
1692
8.
00
5
7
53.
00
.
15*
Ma
l
e
8
7
126.
87
1103
8.
00
Ta
b
l
e
3
prese
n
ts
t
he
r
esu
lts
o
f
t
h
e
K
r
uska
l
Wal
l
i
s
t
es
t
for
the
d
iffe
ren
t
iat
i
on
of
p
r
e
-ser
v
i
c
e
t
ea
cher
s'
score
s
f
rom
t
h
e
Teac
h
i
ng
O
c
c
u
pa
tio
n
A
n
x
i
ety
S
c
a
l
e
a
nd
Teac
hers’
S
e
n
se
o
f
E
f
fica
c
y
S
ca
l
e
by
de
partm
e
nt.
Ac
co
rd
ing
to
T
ab
l
e
3
,
n
o
si
gni
fi
c
a
n
t
d
i
f
f
e
re
nce
wa
s
f
o
und
b
et
we
e
n
t
h
e
o
ccu
p
a
ti
on
al
a
nxi
et
y
and
se
lf
-ef
f
i
c
ac
y
score
s
o
f
the
par
tici
p
a
n
t
s
i
n
r
e
lati
o
n
t
o
th
eir
departm
e
n
t
(
*p
>
.
05)
.
I
n
o
t
h
er
w
ords,
pros
pect
i
v
e
t
e
ache
r
s’
occ
upa
tio
na
l
anx
i
e
t
y a
n
d
sel
f-e
ffic
a
c
y
l
e
v
el
s
did n
o
t
di
f
fer
ba
se
d on
de
par
t
me
n
t
.
Tab
l
e
3.
R
e
s
ult
s
of
the K
r
uska
l
Wa
l
lis te
s
t ba
sed o
n
d
epar
t
m
ent
Sc
al
es
D
e
p
ar
t
m
en
t
n
M
ean
r
an
k
Sd
Χ
2
p
Tea
c
h
ing
Occ
upation
Anxie
t
y
Sc
al
e
T
u
rkish la
ngua
ge a
nd lite
r
a
ture
6
3
110.26
5
8.
39
.
1
3
*
E
nglish
l
a
ngua
g
e
and
li
te
r
a
ture
4
9
112.
52
A
r
a
b
i
c
l
a
ngua
g
e
a
nd lite
r
a
ture
4
1
118.57
S
por
ts
m
a
n
a
g
e
m
e
n
t
28
137.
25
H
i
story
3
2
106.
80
M
u
sic
23
147.
13
Te
ac
h
e
rs’ Se
ns
e
of
E
ffica
cy
S
c
a
le
T
urkish la
ngua
ge a
nd lite
r
a
tu
re
6
3
103.
94
5
9.
92
.
0
7
*
E
nglish
l
a
ngua
g
e
and
li
te
r
a
ture
4
9
109.
80
A
r
a
b
i
c
l
a
ngua
g
e
a
nd lite
r
a
ture
4
1
128.72
S
por
ts
m
a
n
a
g
e
m
e
n
t
28
125.
02
H
i
story
3
2
118.
63
M
u
sic
23
150.
61
The
re
sults
o
f
the
K
r
uska
l
Wal
l
i
s
tes
t
c
o
n
d
u
c
t
e
d
i
n
or
der
t
o
d
e
ter
m
ine
w
h
e
t
her
the
teac
her
ca
ndi
da
te
s'
h
i
g
h
sch
o
o
l
type
v
aria
bles
h
a
v
e
a
sig
n
i
f
i
ca
nt
d
i
ffe
ren
c
e
on
t
h
e
o
c
c
u
p
a
t
i
onal
anxi
et
y
a
n
d
s
e
l
f
-
efficac
y
sc
a
l
e
scores
a
r
e
p
resente
d
i
n
Ta
ble
4.
A
cc
ording
t
o
T
a
b
l
e
4,
t
he
p
r
o
s
p
e
c
t
i
ve
t
e
a
c
he
r’s
s
cores
on
b
o
t
h
scale
s
d
id n
o
t
di
ffe
r si
gn
i
f
ica
n
t
l
y base
d on t
h
e
ty
pe o
f hi
g
h
s
cho
o
l t
h
e
y
g
radua
t
e
d fr
om
(
*p
>
.
0
5
).
Ta
b
l
e 4.
Resu
lt
of
t
he
K
ruska
l
W
all
i
s tes
t
bas
e
d
on h
i
gh sc
hoo
l
t
ype
Subsc
a
l
e
s
H
igh
sc
hool
t
y
p
e
n
Me
a
n
r
a
n
k
S
d
Χ
2
p
Tea
c
h
i
n
g
Oc
c
upat
i
on
Anxi
e
t
y
Sc
ale
C
o
m
m
on
high
sc
h
ool
67
110.
33
4
2
.
4
7
.
6
4
*
Ana
t
oli
a
n
high
s
c
hool
81
126.
68
Ana
t
oli
a
n
r
e
ligious
h
i
g
h
sc
hool
3
4
119.
44
Ana
t
oli
a
n
vo
ca
tiona
l
high
sc
hool
2
9
120.
17
Ot
he
r
2
5
110.
68
Tea
c
h
e
r
s’
S
e
n
s
e
o
f
E
f
fic
acy
S
ca
l
e
C
o
m
m
on
high
sc
h
ool
67
115.
39
4
.
44
.
9
7
*
Ana
t
oli
a
n
high
s
c
hool
81
120.
17
Ana
t
oli
a
n
r
e
ligious
h
i
g
h
sc
hool
3
4
123.
76
Ana
t
oli
a
n
vo
ca
tiona
l
high
sc
hool
2
9
117.
28
Ot
he
r
2
5
115.
70
Ta
b
l
e
5
prese
n
ts
t
he
r
esu
lts
o
f
t
h
e
K
r
uska
l
Wal
l
i
s
t
es
t
for
the
d
iffe
ren
t
iat
i
on
of
p
r
e
-ser
v
i
c
e
t
ea
cher
s'
sc
o
r
es
f
ro
m
the
Te
ac
hin
g
O
cc
u
p
a
ti
on
A
n
x
ie
t
y
S
c
a
l
e
an
d
Te
a
c
h
e
rs’
S
en
s
e
o
f
Ef
fi
ca
cy
S
ca
l
e
b
y
ed
u
cat
i
o
n
a
l
leve
l of
pa
r
e
n
t
s
. Table
5
sh
o
w
s
tha
t
t
her
e
w
as n
o sig
n
i
fica
nt d
i
f
f
e
re
n
c
e be
t
w
ee
n
th
e p
a
rt
i
c
ip
an
ts’ o
c
cu
pat
i
on
al
anx
i
e
t
y
a
n
d
sel
f
-
e
ff
i
c
ac
y
sc
a
l
e
scor
es
b
ased
on
t
h
e
e
duca
t
i
ona
l
l
eve
l
o
f
m
o
ther
(
*p>.
05)
,
w
h
e
r
ea
s
the
sc
ore
s
on
th
e
Teac
he
rs’
S
e
nse
of
E
ffic
ac
y
S
c
a
l
e
di
ffere
d
s
ign
i
fic
a
n
tly
b
a
s
ed
on
t
h
e
e
d
uc
a
t
i
o
nal
le
ve
l
of
f
at
her
(p<.0
5
;
p
=.0
2
).
T
o
de
t
e
rm
ine
from
w
h
ic
h
e
d
uca
t
iona
l
le
vel
s
s
uc
h
d
i
f
fere
n
ce
der
i
ve
d,
t
he
s
t
u
d
y
p
e
r
for
m
e
d
t
h
e
Ma
nn
W
h
itne
y
U
t
e
s
t
.
I
n
thi
s
phas
e
,
Bo
nfe
rro
ni
c
orr
ecti
o
n
w
a
s
u
se
d
to
r
ed
uce
T
ype
1
err
o
rs,
and
t
h
e
sign
ifica
n
ce
l
e
v
e
l
w
a
s
s
e
t
a
t
0.
00
8.
(
.05/
6
=
.00
8
).
T
he
r
esu
l
t
s
o
f
a
nal
y
ses
r
e
vea
l
e
d
t
ha
t
t
h
e
par
t
i
c
ipa
n
t
s
w
hos
e
f
a
t
h
er
g
ra
du
a
t
e
d
f
ro
m
p
r
i
m
ar
y
sc
hool
o
r
se
co
nd
ary
scho
ol
h
ad
l
o
w
e
r
occ
upa
t
i
o
n
a
l
s
e
l
f-
efficac
y
c
o
m
p
are
d
t
o
th
ose
w
h
ose
fathe
r
s
w
e
re
u
nive
rsi
t
y
gra
d
uate.
(prima
ry
s
cho
o
l
-u
ni
ver
s
i
t
y
U
=
3
2
9
.50
,
p
=
.
004
;
sec
o
ndar
y
sch
o
o
l
-u
ni
v
e
rs
ity
U
=12
5
.
5
0, p=.00
2)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
I
S
S
N
:
2252-
88
22
O
ccup
a
t
i
o
n
a
l anx
ie
ty and sel
f
-ef
fic
acy
lev
e
l
s am
on
g
pr
osp
ectiv
e
teac
h
e
rs
(
Ş
ule Fira
t
D
u
rdu
k
oc
a)
17
7
Tab
l
e
5. Resu
l
t
s
of
t
h
e
K
r
uska
l Wa
ll
is tes
t ba
se
d o
n
e
duca
t
i
ona
l le
ve
l of
p
are
n
t
s
Sc
ale
s
E
duca
t
ion
a
l
b
a
c
kgrou
nd
o
f
m
oth
e
r
n
Mea
n
ra
n
k
Sd
Χ
2
p
Tea
c
h
ing Oc
c
upat
i
on Anxi
e
t
y Sca
l
e
Illit
e
r
a
t
e
5
4
119.1
3
4
5
.04
.
28*
P
r
im
a
r
y
S
c
hool
117
110.
4
0
S
e
c
o
nd
a
r
y
Sc
hool
3
3
127.
0
6
H
i
gh
Sc
hool
24
141.
3
1
U
n
ive
r
sit
y
8
129.
0
0
Tea
c
h
e
r
s’ Se
n
s
e
of E
f
fic
a
c
y
S
c
a
l
e
I
llit
e
r
a
t
e
5
4
109.2
3
4
3
.08
.
54*
P
r
im
a
r
y
S
c
hool
117
116.
4
2
S
e
c
o
nd
a
r
y
Sc
hool
3
3
128.
2
1
H
i
gh
Sc
hool
24
134.
0
2
U
n
ive
r
sit
y
8
124.
8
1
Sc
ale
s
E
duca
t
ion
a
l
b
a
c
kgrou
nd
o
f
f
a
t
he
r
n
Mea
n
ra
n
k
Sd
Χ
2
p
Tea
c
h
ing
Oc
c
upat
i
on
Anxi
e
t
y
Sca
l
e
Illit
e
r
a
t
e
1
7
118.5
0
5
5
.00
.41
P
r
im
a
r
y
S
c
hool
90
114.
4
7
S
e
c
o
nd
a
r
y
Sc
hool
4
0
124.
2
6
H
i
gh
Sc
hool
68
116.
8
5
C
o
l
l
e
g
e
7
89.
29
U
n
ive
r
sit
y
14
150.
5
4
Tea
c
h
e
r
s’ Se
n
s
e
of E
f
fic
a
c
y
S
c
a
l
e
I
llit
e
r
a
t
e
1
7
108.0
6
5
13.0
2
.
02
P
r
im
a
r
y
S
c
hool
90
111.
3
0
S
e
c
o
nd
a
r
y
Sc
hool
4
0
102.
0
1
H
i
gh
Sc
hool
68
128.
0
0
C
o
l
l
e
g
e
7
139.
7
9
U
n
ive
r
sit
y
14
167.
7
9
Sp
e
a
rman
c
o
rrel
a
t
i
o
n
an
al
ysi
s
w
a
s
c
on
du
c
t
ed
i
n
o
r
d
e
r
t
o
d
et
e
r
mi
ne
t
h
e
r
e
l
ati
o
nshi
p
b
e
t
w
e
e
n
Tea
c
h
i
n
g
O
c
c
u
p
at
i
on
A
n
x
i
e
t
y
S
c
ale
and
Tea
c
hers’
S
e
nse
of
E
ffic
a
cy
S
ca
le
s
c
o
res
and
resul
t
s
we
re
p
re
se
n
t
ed
in
T
able
6
.
The
study
also
u
se
d
Spearm
a
n
'
s
c
orrel
a
t
i
on
m
e
thod
t
o
i
d
ent
i
fy
t
he
r
e
l
a
tio
ns
hi
p
be
tw
e
e
n
t
he
occ
upa
tio
na
l
a
n
x
i
e
t
y
a
n
d
se
lf-
e
ffi
c
ac
y
sc
ore
s
o
f
the
part
ici
p
an
ts.
T
h
e
a
n
a
l
y
s
is
o
f
Ta
b
l
e
6
d
i
spla
ys
t
ha
t
the
r
e
w
a
s
a
ne
ga
t
i
v
e
,
m
oder
a
te
s
ig
n
i
fica
nt
r
ela
t
i
ons
hi
p
be
t
w
e
e
n
oc
cu
p
a
t
i
o
nal
an
x
i
et
y
a
n
d
occ
u
pat
i
on
a
l
s
e
l
f-
e
ffi
c
a
c
y
l
e
v
e
l
s
o
f
th
e
p
r
o
s
p
e
cti
v
e
t
each
ers.
Ta
ble
6.
R
e
l
a
tions
h
i
p be
t
w
e
e
n
o
c
c
u
p
a
t
i
o
na
l a
n
x
i
e
t
y
an
d
se
l
f
-eff
ica
c
y
T
e
ach
e
r
s
’
S
e
n
s
e
o
f
Ef
f
i
ca
cy S
ca
l
e
Tea
c
h
ing
Occ
upation
Anxie
t
y
S
c
a
l
e
r
-
.
444
p
.
000
A
s
a
r
e
s
ult
of
t
hese
f
i
n
di
ngs,
t
h
e
pr
ese
n
t
st
u
d
y
cam
e
t
o
t
he
c
o
ncl
u
s
i
o
n
t
ha
t
t
h
e
pr
o
s
pe
c
t
ive
t
e
ache
r
s’
occ
upa
tio
na
l
a
n
x
i
e
t
y
leve
l
w
a
s
low
w
h
i
l
e
the
y
h
ad
h
i
g
h
o
ccupa
ti
o
n
a
l
s
el
f-
eff
i
c
acy.
The
qua
li
t
y
o
f
edu
c
a
t
io
n
the
pa
rt
i
c
i
p
a
n
ts
r
ec
eive
d,
t
he
ir
p
er
sona
l
c
h
a
r
ac
t
e
ristics
a
nd
a
tti
tude
s
t
o
w
a
rd
t
he
o
cc
u
p
at
ion
ma
y
ha
ve
a
n
impa
ct
on
r
eac
hin
g
t
h
i
s
c
o
n
c
lusi
o
n
.
The
r
e
ar
e
stu
d
ie
s
in
t
h
e
r
e
le
va
n
t
l
itera
t
u
r
e
i
n
d
ic
a
tin
g
t
h
a
t
p
ros
p
ect
i
v
e
teac
hers
h
a
d
l
ow
o
c
c
u
p
a
t
i
o
n
a
l
a
n
x
i
e
t
y
[6],
[
21],
[
22],
an
d
h
i
g
h
s
e
l
f-eff
icac
y
[2
3],
[24]
.
Co
ns
i
d
eri
n
g
t
h
e
nega
t
i
ve
i
m
p
a
c
t
o
f
a
n
x
i
et
y
o
n
p
er
form
ance
,
suc
cess,
phys
i
o
l
o
g
i
c
a
l
a
nd
p
s
yc
ho
l
o
g
i
ca
l
h
e
a
lth
a
nd
a
t
tit
u
d
es,
a
low
le
v
e
l
of
o
c
c
upa
t
i
o
n
a
l
a
n
x
i
e
t
y
i
n
p
ro
spec
ti
ve
t
eac
hers
s
how
s
t
ha
t
the
y
h
a
v
e
sel
f
-c
o
n
fide
nce
i
n
p
erf
o
rm
i
n
g
the
i
r pr
ofe
ssi
o
n
. In
a
ddi
t
i
o
n
, t
he
par
t
i
c
i
pa
nts’ hav
i
n
g
hi
g
h
oc
cu
pa
ti
o
n
a
l
s
elf-effic
a
c
y
ha
s
p
osit
i
v
e im
p
lic
at
ion
s
for t
h
e e
f
fe
ct
i
v
e
n
ess o
f
e
duc
a
t
ion a
nd
t
e
ac
hi
n
g
, bec
ause
t
e
a
c
h
e
r’s self
-
eff
i
cacy mirror
s
t
he
ir
b
el
ie
fs
a
n
d
v
iew
s
abo
u
t
h
ow
s
t
ude
n
t
s
ca
n
le
ar
n
bet
t
er
[
25
]
a
nd
dem
o
ns
t
r
ates
t
he
ir
p
e
r
ce
ive
d
s
el
f-
effi
c
a
c
y
i
n
orga
ni
sin
g
effec
t
i
v
e
lear
n
i
ng
se
tti
ngs a
n
d
c
a
r
ryin
g o
u
r
vario
u
s a
c
ti
vi
tie
s
[26].
O
n
e
o
f
t
h
e
r
e
s
u
l
t
s
o
f
t
h
i
s
s
t
u
d
y
w
a
s
t
h
a
t
g
e
n
d
e
r
w
a
s
n
o
t
a
s
i
g
n
ific
a
n
t
var
i
a
b
l
e
i
n
t
e
r
m
s
of
t
he
part
ici
p
a
n
t
s
’
o
ccupa
tio
na
l
an
xie
t
y
l
e
ve
ls.
This
m
ay
h
a
v
e
resul
t
ed
f
rom
the
fac
t
t
h
a
t
w
o
m
e
n
an
d
m
e
n
have
incre
a
s
i
ng
ly
s
i
m
il
a
r
s
oc
ia
l
r
o
le
s
bec
a
u
se
o
f
t
h
e
t
i
me
w
e
l
i
ve
i
n
.
I
n
th
e
a
g
e
o
f
i
nf
o
r
ma
t
i
on
a
nd
t
e
c
hno
log
y
,
eve
r
y
m
a
n
a
n
d
w
o
m
e
n
is
s
up
pos
ed
t
o
have
t
he
k
n
o
w
l
e
dge
a
n
d
s
kil
l
s
to
l
ive
o
n
t
he
i
r
o
w
n
,
m
a
ke
t
he
ir
o
w
n
dec
i
si
o
n
s,
p
rac
t
i
c
e
a
profe
s
si
on,
a
nd
u
n
d
er
st
a
n
d
t
h
e
pro
b
l
e
m
s
r
elat
in
g
to
t
he
ir
p
rofe
ss
io
n
or
d
ai
ly
l
i
f
e
a
n
d
sol
v
e
t
h
em
w
i
t
hou
t
an
y
c
onc
ern
s
a
n
d
f
ea
rs.
In
d
e
ed
,
si
mi
l
a
r
re
su
l
t
s
w
e
re
a
l
s
o
f
oun
d
i
n
t
he
s
t
u
d
i
e
s
b
y
G
ü
m
r
ükçü-
Bi
lgic
i
an
d
D
e
n
i
z
;
D
ur
su
n
a
nd
K
a
ragün
;
Boz
d
am
a
nd
Taşğ
ın
,
and
Tem
i
z
[2
7]-
[
3
0
].
F
urthe
r
m
o
re,
the
pre
s
e
n
t
st
u
dy
a
l
s
o
i
n
d
i
c
a
t
ed
t
ha
t
ge
n
d
e
r
w
as
not
a
s
i
g
n
i
fic
a
n
t
va
r
i
a
b
le
i
n
rela
tio
n
to
t
he
p
art
i
ci
pan
t
s’
occ
upa
tio
na
l
self-
e
ffic
acy.
U
y
sa
l
an
d
K
ö
se
m
e
n
prop
ose
d
t
ha
t
se
l
f
-
e
ffi
cacy
i
s
n
o
u
r
i
s
h
e
d
by
e
xp
e
r
i
e
n
c
e
a
n
d
in
dire
ct
p
ra
ct
ic
es
w
hile
s
e
l
f-e
f
fica
cy
b
e
l
ief
s
a
re
i
n
f
l
u
e
n
ce
d
b
y
th
e
go
a
l
s
i
n
d
i
v
i
du
al
s
se
t
fo
r
th
e
m
se
lv
e
s
[
31
].
The
fin
d
i
n
g
o
f
t
he
p
r
e
sen
t
s
t
u
d
y
t
ha
t
the
part
ici
p
a
t
in
g
w
o
me
n
a
n
d
m
e
n
h
a
d
s
i
m
i
l
a
r
g
o
a
l
s
d
u
r
i
n
g
t
h
e
p
e
d
a
go
gi
c
a
l
format
i
o
n
t
r
a
i
ni
ng
a
nd
h
ad
s
i
m
i
l
a
r
l
e
arni
ng
e
x
p
e
ri
e
nc
es
t
o ac
hie
v
e
t
h
ese go
als
m
a
y be t
he r
eason
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. Eva
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
173
-
18
0
17
8
for tha
t
t
he
ir o
ccupa
tio
na
l se
l
f
-e
ffica
c
y
le
ve
l
s
d
i
d
no
t
d
iffer
base
d
o
n gen
d
e
r. The stu
die
s
by
Bakaç
a
nd Ö
z
e
n
,
and
E
l
ka
t
m
ış,
D
e
m
i
r
b
aş a
nd Ertu
ğru
l
a
lso
repor
t
e
d sim
ilar
fin
d
i
ngs
[
32],
[3
3]
.
The
r
e
su
lt
s
of
t
he
s
tu
d
y
d
e
m
ons
tra
t
e
d
t
ha
t
occ
upa
ti
ona
l
anx
i
et
y
a
nd
se
lf-ef
f
ica
c
y
l
e
vel
s
o
f
th
e
part
ici
p
a
n
t
s
d
i
d
n
o
t
d
i
f
fer
s
i
gn
i
f
ic
a
n
tly
b
as
ed
on
t
h
eir
de
part
me
nt
.
Th
e
f
a
ct
o
r
s
l
e
adin
g
to
t
hi
s
re
sul
t
c
a
n
b
e
tha
t
t
he
p
a
r
t
i
c
i
pan
t
s
d
i
d
no
t
have
s
uffic
i
e
n
t
tim
e
an
d
o
p
p
o
rt
un
it
i
e
s
fo
r
p
r
o
f
e
s
si
on
al
d
ev
elo
p
m
e
n
t
si
nc
e
th
ey
had
n
o
t
c
o
m
p
le
ted
t
h
e
i
r
peda
go
gic
a
l
f
o
r
m
a
t
i
o
n
t
r
ai
nin
g
y
e
t
,
and
h
ad
n
o
t
r
e
c
e
i
v
e
d
“sc
h
oo
l
e
x
p
e
ri
en
ce
”
a
n
d
“
t
ea
chi
n
g
prac
tic
e”
c
o
urses
whic
h
ar
e
am
on
g
m
a
jor
co
ur
se
s
at
t
h
e
fa
cul
t
y
o
f
e
d
u
c
ati
o
n
en
a
b
li
ng
p
ro
sp
ec
t
i
ve
t
e
a
c
h
e
rs g
ain
pre-se
rv
i
c
e p
r
ac
t
i
c
al
e
xp
e
r
i
e
n
c
e
.
A
n
o
t
her
f
i
nd
i
n
g
o
f
t
he stu
d
y
w
as
t
ha
t t
h
e
t
y
pe o
f h
i
gh sc
h
o
o
l
t
he part
i
ci
p
a
nt
s
gra
d
ua
ted from
d
i
d
n
ot
c
a
u
s
e
a
n
y
sign
i
f
i
cant
dif
f
e
r
en
ce
i
n
th
ei
r
o
c
cu
p
a
t
i
o
n
a
l
an
xi
et
y
.
T
his ma
y have
r
esu
l
te
d fr
o
m
t
he
fact
th
a
t
it
ha
d
bee
n
a
w
h
ile
s
i
n
ce
t
he
y
gr
ad
u
a
ted
fr
om
h
i
g
h
sc
h
o
o
l
,
or
t
hei
r
h
i
gh
o
c
c
u
pa
ti
ona
l
se
lf-effica
c
y
.
In
p
a
r
a
lle
l
w
i
t
h
t
h
i
s
f
ind
i
ng
,
Du
rs
un
a
nd
K
a
r
ag
ün
f
oun
d
t
h
a
t
p
ro
sp
e
c
ti
v
e
t
e
a
c
h
e
r
s
’
o
c
c
upat
i
on
a
l
a
nx
i
e
t
y
d
id
n
ot
d
i
f
f
e
r
b
a
sed
on
hig
h
s
ch
oo
l
ty
pe.
A
c
tual
ly
,
anot
her
r
eason
for
tha
t
m
ay
b
e
t
h
e
s
i
z
e
o
f
t
h
e
s
t
u
d
y
g
r
o
u
p
[
2
8
]
.
T
h
e
m
a
j
o
r
i
t
y
of
t
he
p
art
i
c
i
p
a
nt
s
i
n
t
he
p
r
e
sen
t
s
t
udy
gradua
te
d
from
A
na
tol
i
a
n
h
i
g
h
sch
o
o
l
(n
=
8
1)
a
nd
c
o
m
m
on
h
i
g
h
sc
ho
ol
(
n=
67
).
A
n
d
t
h
o
s
e
g
r
a
d
u
a
ti
ng
f
ro
m
t
h
ese
scho
ol
s
mo
stl
y
g
o
t
o
s
uc
h
de
par
t
m
e
n
t
s
as
T
urki
sh
l
a
n
g
u
a
g
e
and
liter
a
ture
(
n=
63)
,
Arabi
c
l
an
g
u
age
a
n
d
l
i
t
e
r
at
ure
(n=
41),
H
ist
o
ry
(
n=3
2
),
a
nd
E
n
g
l
i
s
h
la
n
gua
g
e
a
nd
lite
rat
u
re
(
n=4
9
)
w
h
ich
do
no
t
r
e
qu
ire
m
u
ch
p
rac
t
i
c
al
e
xper
i
e
n
c
e.
H
avi
n
g
a
large
r
s
am
pl
e
i
n
t
e
r
m
s
o
f
depa
r
t
me
n
t
a
n
d
h
i
g
h
sc
h
o
o
l
t
ype
m
ay
p
ro
vi
de
d
iffere
n
t
r
esul
ts.
The
rele
v
a
n
t
l
i
t
er
at
ur
e
com
p
r
i
se
s
s
t
ud
ies
in
dic
a
t
i
n
g
s
ig
n
i
fica
nt
d
iffe
renc
es
b
e
t
w
e
e
n
h
i
g
h
sc
ho
o
l
t
ype
a
nd
o
cc
upa
tio
na
l
an
x
i
et
y
a
m
ong
p
ros
p
e
c
ti
v
e
teac
hers s
tud
y
i
ng va
ri
ous bac
he
l
o
r
pr
ogr
am
s
[3
4]
. The
pr
es
ent s
t
u
dy de
t
e
rm
i
n
e
d
t
ha
t hi
g
h
sc
h
o
o
l
t
y
p
e
d
i
d n
o
t
ca
use
a
n
y
s
i
gn
ifi
c
a
n
t
di
ffe
r
e
n
ce
i
n
t
he
p
ar
tic
ipa
n
ts’
occ
u
pa
tio
na
l
sel
f
-e
ffica
c
y
.
The
i
n
trod
u
c
tio
n
of
profe
s
si
o
n
al t
e
a
c
h
i
n
g
k
n
o
w
l
e
dge
a
n
d
s
k
i
lls
i
n
u
n
d
er
grad
uat
e
l
ev
e
l
in
T
u
rk
e
y
i
s
t
h
e
re
aso
n
f
or
r
ea
chi
ng
suc
h
a
conc
l
u
s
i
o
n
i
n
the
prese
n
t
st
ud
y
.
I
n
fac
t
,
A
n
at
ol
i
a
n
Tea
c
h
er
T
ra
i
n
i
ng
Hi
g
h
S
c
h
ools
were
e
st
abl
i
sh
ed
a
t
seco
nda
ry
s
c
h
oo
l
le
ve
l
i
n
t
h
e
p
a
s
t
in
T
urk
e
y
t
o
p
r
o
vide
hum
an
r
e
s
o
u
r
c
e
to
t
e
a
c
h
e
r
t
r
a
in
i
ng
in
st
itu
t
i
ons
a
t
un
dergr
a
d
u
a
t
e
leve
l
,
a
nd
t
o
h
el
p
pro
s
pec
t
ive
tea
c
h
er
s
d
e
vel
o
p
p
os
it
iv
e
att
itu
des
to
w
a
r
d
t
he
p
r
o
fessi
on.
H
o
w
e
v
e
r
,
t
h
e
s
e
s
c
h
o
o
l
s
b
e
c
a
m
e
s
c
i
e
n
c
e
,
s
o
c
i
a
l
s
c
i
e
n
c
e
s
a
n
d
A
n
a
t
oli
a
n
hi
gh
s
cho
o
l
s
in
2
01
4
,
w
h
i
ch
r
e
s
ul
ted
i
n
p
rovi
di
n
g
s
t
u
d
e
n
t
s
wi
th
p
ro
f
e
ssion
al
t
e
a
c
h
in
g
knowl
e
dg
e
,
s
ki
lls,
at
tit
udes
an
d
self-e
ff
icac
y
on
l
y
a
t
un
dergr
a
d
u
a
t
e
l
e
ve
l.
The
s
t
ud
y
a
l
s
o
r
e
v
ea
le
d
t
h
a
t
t
he
e
d
u
ca
t
i
o
n
al
l
e
v
e
l
o
f
th
e
part
i
c
i
p
a
n
t
s
’
p
a
r
e
n
t
s
d
i
d
n
o
t
c
a
u
s
e
a
n
y
si
g
n
i
f
i
c
a
n
t
di
ff
eren
ce
i
n
o
ccu
p
a
ti
on
al
a
nxi
et
y
l
e
vel
s
,
wh
erea
s
the
fa
th
er’
s
e
duc
at
io
n
a
l
le
v
e
l
d
i
d
ma
ke
a
sign
ifica
n
t
differ
e
nce
in
t
he
ir
o
c
c
u
p
at
i
ona
l
self-
e
ffic
acy
l
e
v
e
l.
I
t
w
a
s
fou
nd
tha
t
t
h
e
p
ros
p
ec
t
i
ve
t
e
a
c
h
ers
w
hose
fa
the
r
s
grad
uate
d
fr
o
m
“
unive
rsit
y”
h
a
d
h
ig
her
oc
cupa
t
i
o
n
a
l
s
e
l
f-e
ffica
c
y
t
ha
n
t
h
ose
w
hose
f
a
thers
we
re
“
p
r
i
m
a
r
y
sc
ho
ol
”
o
r
“
se
co
nd
a
r
y
sch
ool
”
g
r
a
d
u
a
t
e
.
Th
i
s
f
in
d
ing
m
a
y
have
r
e
s
ul
ted
fr
o
m
t
he
i
n
f
lue
n
ce
o
f
fa
mil
i
e
s
o
n the
pros
pec
t
i
v
e
te
ac
hers’ cho
i
ce
of
pro
f
e
ssio
n
. Ind
ee
d, Ö
ve
t s
u
gge
ste
d
t
h
a
t
ha
vi
n
g
a
tea
c
h
er
i
n th
e
fa
mil
y
o
r
i
m
m
e
dia
t
e
c
i
r
c
le
m
ay
b
e
o
n
e
of
t
h
e
r
e
a
sons
f
or
p
re
fer
ri
n
g
t
hi
s
occ
u
p
a
ti
on
[
35
].
O
n
th
e
oth
e
r
h
a
nd
,
Ak
b
a
y
ı
r
ma
inta
i
n
ed
t
h
a
t
p
a
ren
t
s
re
spon
d
pos
it
iv
el
y
t
o
s
tude
n
t
s’
p
re
fer
r
in
g
t
e
ach
i
n
g
as
a
car
eer
[
3
6
].
T
o
lin
k
the
s
e
find
i
ngs
w
it
h
the
res
u
l
t
o
f
t
h
e
prese
n
t
st
ud
y,
it
ca
n
be
c
l
a
i
me
d
t
h
a
t
h
av
i
ng
a
pra
c
tisi
n
g
te
a
c
her
i
n
t
he
f
a
m
i
l
y
o
r
i
m
m
e
d
i
a
t
e
c
i
r
c
l
e
m
a
y
p
r
o
v
i
d
e
p
r
o
s
p
e
c
t
i
v
e
t
e
a
c
h
e
r
s
w
i
t
h
se
lf-co
n
fi
de
nce,
a
n
d
m
a
y
h
ave
r
e
s
u
lt
e
d
i
n
hav
i
ng
no
c
o
n
c
e
r
ns
r
ega
r
di
n
g
t
he
o
cc
upa
t
i
on.
E
ret-O
r
han
and
O
k
e
x
am
i
n
ed
t
h
e
d
em
o
g
r
a
phic
char
act
e
r
ist
i
cs
of
p
ros
p
ec
t
i
ve
t
ea
cher
s
e
n
ro
lle
d
i
n
t
he
f
ac
u
l
t
y
o
f
e
d
uca
t
i
o
n,
a
nd
d
i
sc
ove
r
e
d
t
h
at
s
om
e
of
t
he
p
ar
tic
i
p
ant
s
’
f
a
t
h
ers
were
t
e
a
c
h
er
(
7
.
9
%
)
[3
7
]
.
As
a
p
o
t
en
ti
al
f
ac
to
r
a
f
fec
t
i
ng
the
c
h
o
i
c
e
o
f
occ
upa
ti
on,
t
h
i
s
f
i
nd
i
n
g
m
a
y
als
o
a
p
p
ly
t
o
t
h
e
prese
n
t
s
t
ud
y.
T
ha
t
is
t
o
sa
y,
i
ndi
v
i
d
u
a
l
s
w
h
o
s
e
f
a
t
h
ers
a
r
e
t
e
ac
h
e
r
ma
y
jo
i
n
t
h
e
p
ed
ag
ogi
c
a
l
form
ati
o
n
tr
ai
n
i
n
g
p
ro
gra
m
t
o
bec
o
m
e
a
t
ea
c
h
er
,
and
i
t
m
ay
a
ffe
c
t
t
h
e
i
r
o
ccu
p
a
ti
on
al
s
el
f-e
f
fi
ca
cy
.
Ho
we
v
e
r,
there
is
n
ee
d
for
furt
her
re
se
ar
ch
a
i
m
ed
a
t
e
xpl
ori
ng
w
h
e
t
her
t
he
o
cc
u
p
a
tio
n
o
f
f
at
her
is
a
m
ong
the
f
a
ctors
pred
ic
ti
ng tea
c
h
e
r’ se
l
f-efficacy leve
l
.
F
i
n
a
l
l
y
,
t
h
e
s
t
u
d
y
f
o
u
n
d
a
s
i
g
n
i
f
i
c
a
n
t
m
o
d
e
r
a
t
e
,
n
e
g
a
t
i
v
e
r
e
l
a
t
ion
s
h
i
p
bet
w
ee
n
occ
u
pa
t
i
ona
l
a
n
x
i
et
y
and
sel
f-eff
ica
c
y
l
e
v
e
l
s
of
t
he
p
r
o
spe
c
t
ive
teac
hers.
This
f
i
n
d
i
n
g
m
a
y
be
i
n
t
er
prete
d
a
s
t
h
at
o
cc
u
p
a
t
i
o
n
al
anx
i
e
t
y
w
i
l
l
d
e
c
line
a
s
o
cc
u
p
at
iona
l
se
lf-e
ffic
ac
y
inc
r
ea
se
s.
P
e
o
ple
’
s
be
lief
a
bou
t
ach
ie
vi
n
g
a
t
as
k,
n
am
e
l
y
t
h
ei
r
se
lf
-e
f
f
i
c
a
c
y
m
ay
c
au
se
a
f
e
e
l
in
g
o
f
s
at
isf
acti
o
n
wi
th
t
h
e
ta
sk
w
h
i
l
e
t
he
o
pp
osi
t
e
m
a
y
cause
s
t
r
ess
an
d
anx
i
e
t
y.
T
sc
ha
nne
n-M
o
ra
n
a
n
d
H
oy
a
s
se
rte
d
t
ha
t
h
i
g
h
s
e
l
f-e
ffica
cy
h
el
p
s
t
ea
ch
ers
f
e
e
l
l
e
ss
a
nxi
ou
s,
b
e
mo
re
resil
i
en
t t
o
fai
lur
e
,
and
be less
critica
l
of s
t
u
d
en
t m
i
sta
k
e
s
[26]
.
4.
CONCL
U
S
ION
A
s
a
r
e
s
ult,
i
t
w
a
s
de
term
ine
d
t
ha
t
t
h
e
le
vel
o
f
o
c
c
u
p
a
t
i
o
n
a
l
a
nx
ie
t
y
a
bo
ut
t
he
p
r
o
s
p
e
c
t
i
v
e
te
ac
hers
part
ici
p
a
t
i
n
g
in
t
he
p
ed
a
g
og
ica
l
f
orm
a
tion
tra
i
ni
n
g
p
r
ogr
am
w
as
l
ow
a
nd
occ
u
pa
ti
on
al
s
e
l
f-
effi
c
a
c
y
l
eve
l
s
w
e
r
e
h
igh.
I
n
add
i
ti
on,
it
w
a
s
determ
ine
d
t
hat
the
l
e
ve
l
of
o
cc
up
at
ion
a
l
anx
i
e
t
y
a
n
d
se
l
f
-e
ffi
ca
c
y
o
f
t
h
e
pros
pec
t
i
v
e
tea
c
h
ers
d
i
d
n
o
t
di
ffer
s
i
g
n
i
fica
ntl
y
acc
or
di
n
g
to
t
h
e
ge
n
d
e
r
,
the
de
par
t
m
e
nt
t
ha
t
ed
uc
a
t
e
d
,
the
ty
pe
o
f
h
i
g
h
s
c
h
o
o
l
.
P
a
rents
e
duca
tio
n
st
at
us
v
a
r
iab
l
e
d
i
d
n
o
t
c
a
u
s
e
a
n
y
s
i
g
n
i
f
i
c
a
n
t
d
i
f
f
e
r
e
n
c
e
i
n
t
h
e
l
e
v
e
l
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
I
S
S
N
:
2252-
88
22
O
ccup
a
t
i
o
n
a
l anx
ie
ty and sel
f
-ef
fic
acy
lev
e
l
s am
on
g
pr
osp
ectiv
e
teac
h
e
rs
(
Ş
ule Fira
t
D
u
rdu
k
oc
a)
17
9
occ
upa
tio
na
l
a
n
x
i
e
t
y
o
f
t
eac
her
ca
n
d
i
da
t
e
s
,
w
hile
f
a
t
her
'
s
ed
uc
a
tio
n
s
t
atu
s
v
a
r
ia
ble
ca
use
d
a
s
i
g
ni
fica
nt
d
i
f
f
e
ren
c
e
in
t
h
e
t
ea
ch
er
s
e
l
f-ef
f
i
ca
cy
l
e
v
e
l
o
f
t
h
e
t
e
a
c
h
e
r
c
a
ndi
da
te
s.
T
h
e
l
eve
l
o
f
oc
cu
pa
ti
ona
l
se
lf-e
ffic
ac
y
of
p
ros
p
ec
t
i
ve
t
eac
hers
w
h
o
s
e
fa
thers
gradua
t
e
d
fr
om
“
un
i
v
er
sit
y”
h
a
d
h
ig
he
r
tha
n
t
hose
w
h
ose
fat
h
er
s
grad
ua
t
e
d pr
i
m
ar
y
sch
o
o
l
a
nd sec
o
ndary sch
oo
l
.
I
t
is
a
n impor
t
a
n
t
fi
n
d
i
n
g
of t
h
e
st
u
dy t
h
at the
re is a ne
gat
i
v
e
corr
elat
i
on be
t
w
e
e
n the
le
ve
l of pro
fess
iona
l
anxie
t
y a
nd se
lf-
e
ffi
cac
y
of
pre
-se
r
v
i
ce
t
ea
ch
e
r
s.
5.
SUGGE
S
T
IO
N
S
i
milar
st
udie
s
s
h
o
u
l
d
a
l
so
b
e
c
o
n
d
u
cte
d
on
pros
pec
tive
tea
c
h
er
s
s
t
ud
yi
n
g
a
t
t
h
e
fa
cu
l
t
y
o
f
educ
a
t
i
o
n.
O
c
c
upa
t
i
o
n
a
l
a
nxie
t
y
a
n
d
se
l
f-e
fficac
y
le
ve
l
s
o
f
pa
r
t
i
c
i
pa
n
t
s
sh
ou
ld
b
e
a
n
alyze
d
,
a
n
d
v
a
r
i
o
u
s
arr
a
ngem
e
nts
(in
v
i
tin
g
tea
c
h
er
s
w
i
t
h
c
o
n
si
de
rab
l
e
oc
c
u
p
a
ti
o
n
al
e
xpe
r
i
e
n
ce
t
o
the
cla
ssroom
,
giv
i
ng
m
o
r
e
impor
ta
nce
an
d
t
i
m
e
t
o
the
a
p
p
lied
as
pec
t
s
o
f
t
he
c
o
u
rs
es
o
n
pr
of
es
sio
n
a
l
t
e
a
c
hi
ng
k
no
wl
edg
e
,
e
t
c
.
)
i
n
teac
h
i
ng-
e
duca
t
i
o
n pr
ocess,
w
hen
nece
ssa
r
y.
A
si
mi
l
a
r
st
udy
s
ho
uld
b
e
c
on
du
ct
e
d
o
n
a
l
a
rg
e
r
s
t
u
dy
g
r
o
u
p
wit
h
m
o
re
d
i
v
e
r
se
a
spec
t
s
(
diver
s
i
t
y
i
n
hi
gh
sc
ho
o
l
,
d
i
ve
rsi
t
y
i
n
d
epa
r
tme
n
t,
d
ive
r
s
i
t
y
i
n t
h
e
occ
u
pa
ti
o
n
s
of
p
ar
en
t
s
,
dive
rsity in
fa
mily
i
nc
om
e,
e
tc.)
,
a
n
d
h
e
n
c
e
b
o
t
h
t
he
v
ali
d
i
t
y
o
f
t
h
e
p
r
e
s
e
n
t
stud
y
re
su
lt
s
shoul
d
b
e
t
e
st
ed
a
nd
c
o
n
t
r
ib
uti
o
n
s
s
ho
ul
d
b
e
m
a
d
e
t
o
the r
e
le
van
t
lit
era
t
ure.
REFE
RENCES
[1]
C.
K
yriaco
u
an
d
J
.
S
utcliff
e
,
"
Te
ach
er st
r
ess
and sat
i
sfact
io
n
,
"
Ed
uc
a
t
io
na
l Re
se
a
r
c
h
,
vo
l. 2
1(2
)
,
p
p
. 8
9-9
6
,
19
7
9
.
[2]
M
.
E
nç,
"Gl
o
ssary
o
f
p
s
y
c
hol
ogical
t
erms
,
"
Tu
rkish Langua
ge In
stitu
t
i
on
P
ubl
i
c
ati
o
n
, An
k
ar
a,
1
97
4.
[3]
E.
G
eçtan
, "Ab
n
o
rmal
beh
avi
o
rs and
m
od
ern lif
e
,"
May
a
Prin
ting
,
An
ka
ra
, 1
98
4.
[4]
C
.
S
p
i
e
l
b
e
r
g
e
r
,
R
.
G
o
r
s
u
c
h
,
R
.
L
u
s
h
e
n
e
,
P
.
V
a
g
g
,
a
n
d
G
.
J
a
c
o
b
s
,
"
S
t
a
t
e
-
tra
it
a
n
xie
t
y
in
v
e
ntory
,
"
Pa
lo
A
lto,
C
A
:
Co
nsul
tin
g
Psy
c
h
olog
i
s
t
s
Pre
s
s
, 1
97
0.
[5]
L.
A
.
W
a
gn
er,
"
O
ccup
a
ti
onal
st
ress
a
nd
c
op
in
g
res
ources
o
f
K
-
12
p
ro
bati
on
ary
teach
ers,
"
E
l
ect
r
o
n
i
c T
h
eses
an
d
Di
s
s
ertati
ons
,
v
o
l.
6
78
,
Retri
e
ved
f
o
rm
h
tt
ps:/
/d
igi
t
a
l
comm
on
s.
du.
ed
u/
etd/6
7
8
, 2
00
9.
[6]
M
.
S
adıko
ğ
l
u
,
G.
H
astürk
,
an
d
O.
P
olat,
"Ex
a
m
i
na
t
i
o
n
o
f
s
c
ien
c
e
p
ro
spe
c
t
i
ve
t
each
ers’
o
c
c
u
p
a
t
i
o
n
al
a
nxiety
levels,
"
Jour
nal o
f
Inter
n
a
t
i
onal
So
c
i
al
Res
e
ar
ch,
v
o
l.
1
1(56
),
2
018.
[7]
H.
A
tm
aca,
"
T
h
e
pro
f
es
si
on
a
l
c
oncern
s
o
f
teach
er
c
an
dıd
a
tes
w
h
o
e
n
r
oll
e
d
in
e
n
g
l
ı
s
h
,
f
r
ench
a
n
d
germ
an
t
each
in
g
dep
a
rtm
e
nt
s,
"
Literature and
His
t
or
y o
f
Tur
k
is
h or Turki
c
,
v
o
l
.
8
(
10
), pp
. 6
7-7
6
, 2
01
3.
[8]
A. Hu
i
, "Su
pp
or
t
i
n
g
creativ
i
t
y
i
n
sch
oo
l
s
,"
Learning for
Democracy,
v
o
l. 2
(3)
, p
p.
83
-
8
8
, 20
0
6
.
[9]
F.
P
a
j
ares,
"
G
end
e
r
an
d
p
e
r
ceiv
e
d
s
e
lf
-e
ff
icacy
i
n
se
lf-reg
u
l
a
t
ed
l
earn
i
n
g
,"
Th
eor
y
Int
o
Pr
a
c
t
i
ce,
vol.
41(2),
pp
.
1
16-1
2
5
,
2
0
0
2.
[10]
R.
W
o
od
an
d
A.
B
an
du
ra,
"
S
o
c
ial
co
gn
it
ive
theo
ry
o
f
org
a
nizatio
nal
m
a
n
a
ge
m
e
nt
,
"
Acad
emy
Of
M
a
nag
ement
Revi
ew,
vol.
14
,
(
3),
p
p.
3
6
1
-3
84,
19
8
9
.
[11]
P
.
A
ş
k
ar
a
nd
A
.
Um
ay
,
"
P
ercei
ved
co
m
put
er
s
elf-ef
f
ı
cacy
o
f
th
e
st
uden
t
s
in
t
he
e
lem
e
n
t
ary
m
a
t
h
em
ati
c
s
teach
in
g
p
r
og
r
a
mme
,"
Ha
c
e
tte
pe
Univ
e
r
s
i
t
y
J
o
u
r
na
l o
f
Edu
c
atio
n,
v
o
l
. 2
1,
p
p
. 1-8
, 2
00
1
.
[12]
A.
B
a
n
du
ra, "S
e
lf
-efficacy
m
echani
s
m
in
human
a
gen
c
y,"
A
m
eri
c
an
Ps
ycho
l
ogist,
vo
l.
3
7,
(2
),
p
p
.
1
2
2
-14
7
,
198
2.
[13]
A.
B
a
n
du
ra, "S
e
lf
-effi
cacy:
Th
e e
x
erci
se o
f con
t
ro
l
,
"
W
.
H.
Freem
an &
Com
pan
y
, N
ew
Y
ork,
1
9
97.
[14]
C. R
. S
ny
der an
d S.
L
o
p
ez, "Ox
ford
han
db
oo
k
o
f
po
s
it
i
v
e psych
o
l
o
gy,
"
Oxford Library Of
P
s
ychology
,
200
9
.
[15]
F
.
K
ap
tan
an
d
H.
K
ork
m
az,
"
T
h
e
ef
f
ect
o
f
co
op
erativ
e
sci
e
n
ce
te
a
c
hi
ng
o
n
s
e
lf
-e
ff
icacy
l
evel
s
o
f
t
eache
r
cand
i
d
a
t
e
s,
"
p
r
esen
ted
at t
he IV.
Sc
ie
n
c
e
Ed
uc
a
t
i
o
n Co
ng
re
ss
,
Ankara,
200
0.
[16]
N. S
enem
oğ
lu, "Devel
o
p
m
ent
of l
earnin
g
a
n
d
teachi
n
g
f
r
om t
heo
r
y
t
o
p
r
acti
c
e,
"
Ankara Gaz
i
Books
t
or
e
,
20
02
.
[17]
A.
B
and
u
ra,
I.
V
.
S.
R
am
achau
dran
,
et
-al
,
"S
elf
-
E
fficacy
(
En
cyclo
p
ed
ia
o
f
hu
m
a
n
b
e
hav
i
or),
"
Acad
emi
c
P
r
es
s
,
pp
.
7
1-81
,
N
e
w Y
o
rk
,
1
9
94.
[18]
Cabı
a
nd
S
.
Yalçınal
p,
"
O
ccupat
i
o
n
al
a
nx
i
e
ty
s
c
a
l
e
f
or
p
rosp
ect
ive
t
eac
hers:
A
study
on
va
li
d
ity
a
nd
r
eliabi
lit
y
,
"
Hacettepe Unive
r
sity Jo
u
r
na
l o
f
Ed
u
c
at
io
n,
v
o
l.
44
(
44
),
p
p
.
8
5-96,
2
01
3.
[19]
Y.
Ç
apa,
J
.
Ça
k
ı
ro
ğl
u,
a
nd
H
.
S
a
rık
a
ya,
"
T
he
d
ev
el
opm
en
t
an
d
va
li
da
t
i
o
n
o
f
a
Turk
is
h
versi
o
n
o
f
t
each
ers
’
s
ense
o
f
ef
ficacy
s
cale,
"
E
d
ucation and
S
c
ience,
vo
l
.
3
0(1
3
7
)
,
p
p
. 7
4-8
1
,
2
0
0
5
.
[20]
C.
E
ker,
"
An
i
n
v
est
i
g
a
tio
n
on
s
el
f
e
f
f
i
cacy
b
elief
l
e
vel
s
o
f
cl
ass
r
o
o
m
teachers
,
"
Usak
Un
iv
e
r
s
i
ty
J
o
urna
l of
S
o
c
i
al
Sci
e
nces,
vo
l.
2014(1
7
),
pp.
1
6
2
-1
78
,
2
0
1
4
.
[21]
M
.
Ö
zcan
,
F
.
M
.
Özbilen
,
a
nd
A
.
K
.
E
ranıl,
"
E
x
am
inin
g
t
h
e
p
r
of
e
ssio
n
al
a
nx
ie
ty
s
co
res
o
f
t
each
er
candi
dat
e
s
i
n
term
s
of
v
ari
o
u
s
v
ari
a
b
l
es
,"
pre
s
e
n
te
d at the
In
te
rna
tion
a
l
Ed
uc
a
t
io
n
M
a
na
ge
me
n
t
Fo
ru
m
,
An
ka
ra
,
pp
.
9
-
21
E
k
i
m
,
20
17
.
[22]
F
.
A
kg
ün
a
n
d
H
.
Özg
ü
r,
"
Examinat
io
n
o
f
t
he
a
nx
iet
y
l
ev
els
and
a
ti
tu
de
s
o
f
t
he
i
n
f
o
r
ma
tion
t
e
c
h
no
lo
gy
p
re
-se
r
vi
c
e
teach
ers t
o
ward
s
t
h
e teachi
n
g
prof
essi
on
,"
T
h
eo
ry a
nd Pr
acti
ce in
E
duca
t
i
o
n
,
v
o
l.
10
(
5),
p
p.
1
2
0
6
-
122
3,
2
0
14.
[23]
A.
O
ğ
u
z,
"
A
n
i
n
v
est
ı
gatio
n
o
f
p
ros
p
ecti
v
e
teache
r
s
’
s
elf
-
effica
cy bel
iefs,
"
Dumlup
ı
na
r
U
n
i
versity Jou
r
na
l o
f
So
cia
l
Sci
e
nces,
vo
l.
24,
p
p
.
2
81
-2
90
,
200
9.
[24]
G.
T
u
l
uk,
"
An
a
naly
sis
regard
in
g
th
e
s
e
lf
-effıcacy
o
f
pros
pect
i
ve
t
each
ers,"
Us
a
k
Un
ivers
i
t
y
Jo
ur
na
l of
E
d
u
c
a
t
io
n
Research,
vo
l
.
1
(1
), 20
1
5
.
[25]
T.
R
.
G
u
s
k
ey
a
n
d
P
.
D.
P
assaro
,
"Teacher
e
f
f
icacy
:
A
s
t
u
d
y
of
c
o
n
s
t
r
u
c
t
d
i
m
e
n
sion
s,"
Ameri
c
an Educational
Res
e
arch
Jou
r
n
a
l
,
vo
l. 3
1(3
)
,
p
p
.
6
2
7
-
64
3, 1
99
4.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. Eva
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
173
-
18
0
18
0
[26]
M
.
T
s
c
hann
en-
M
o
r
an
a
nd
A
.
W.
H
oy,
"
Teach
er
e
f
f
icacy
:
Capt
urin
g
an
e
lusive
c
onstruct,"
T
e
ach
i
ng
An
d T
e
ach
e
r
Educat
ion,
vo
l.
17(7
)
,
p
p.
7
83
-8
0
5
,
2
00
1.
[27]
A.
B
o
z
dam
and
Ö.
T
aşğın
,
"
Exa
m
i
n
a
t
ion
th
e
occu
pati
on
al
a
nx
iet
y
l
e
vels
o
f
m
a
ster
cand
i
d
a
tes
acco
rdi
n
g
to
s
ome
vari
ables
,
"
Sel
c
uk U
n
i
v
e
r
si
ty Jo
u
r
na
l o
f
P
h
ysical
E
duca
t
i
o
n
an
d
Spo
rt Sci
e
nce,
v
o
l.
1
3(1),
p
p
.
4
4-53,
2
01
1.
[28]
S
.
D
u
r
su
n
an
d
E
.
K
arag
ün
,
"
A
s
s
ess
m
ent
of
o
cc
u
p
at
ion
a
l
an
xi
ety
l
evel
s
of
p
res
e
rvice
t
eachers
:
A
r
esearch
o
n
the
st
ud
ents
i
n
thei
r
fi
nal
year
a
t
t
h
e
scho
ol
o
f
ph
ysical
e
du
cati
o
n
and
sports
a
t
Kocaeli
Un
i
v
ersity,"
Ko
caeli
U
n
iver
si
ty
J
o
urna
l
o
f
S
o
c
i
a
l
Sc
ie
n
c
e
s
,
v
ol.
2
4
,
p
p.
93-1
1
2
,
201
2.
[29]
B.
G
üm
rü
kçü
Bi
lg
i
c
i
and
Ü
.
D
en
iz,
"
I
n
v
es
ti
gati
on
o
f
o
ccup
a
tiona
l
an
xi
eti
e
s
o
f
p
res
c
h
o
o
l
t
each
er
c
and
i
d
a
tes
ı
n
term
s o
f
s
om
e dem
ograp
hi
c f
eatu
r
es,"
Cum
h
u
r
i
y
e
t
In
tern
a
tio
na
l
Jo
ur
nal
o
f
E
duca
t
i
on,
v
o
l
.
5
(
1),
p
p. 53
-
70
,
20
16
.
[30]
E.
T
emiz,
"An
ex
ami
n
atıo
n
f
o
r
v
o
cati
o
n
a
l
anx
i
ety
level
of
t
each
er
can
did
a
tes
o
f
d
epart
m
ent
of
f
ine
arts
e
ducat
io
n
i
n
t
h
e
s
e
n
s
e
o
f
g
e
n
d
e
r
a
n
d
f
i
e
l
d
v
a
r
i
a
b
l
e
s
,
"
E-J
o
urna
l
of
Ne
w W
o
rld
Sc
ie
n
c
e
s
Ac
ade
my
,
vol.
6
(2),
pp
.
3
03-3
1
0
,
2
0
1
1.
[31]
İ. U
ysal an
d
S
. Kö
sem
e
n, "
A
n
alysi
s
o
f
t
h
e p
r
e-servi
ce teach
ers'
g
en
eral s
elf
-
es
t
eem
beliefs
,"
Jou
r
na
l of
Ed
ucatio
n
a
l
Research,
v
o
l
.
2
(2),
p
p.
217
-22
6
,
201
3.
[32]
E.
B
akaç
an
d
R.
Ö
zen,
"Relat
ion
s
h
i
p
b
e
tw
ee
n
pe
dag
o
ci
cal
certifi
cate
pro
g
ram
st
uden
t
s
’
a
t
t
itu
des
an
d
sel
f
-e
ffi
cacy
bel
i
efs to
wards teach
er pro
f
e
ss
i
o
n
,
"
Kas
t
amon
u Edu
c
atio
n Jo
urnal
,
v
o
l.
2
5
(
4),
pp.
1
3
8
9
-
14
04,
2017
.
[33]
M
.
E
lk
atm
ı
ş,
M
.
Dem
i
rb
aş
,
and
N
.
E
rtu
ğ
rul,
"
S
e
l
f
-e
ff
icacy
b
el
ie
f
s
o
f
stud
ents
w
h
o
t
ak
e
t
h
e
pe
dag
o
g
i
c
train
i
n
g
pro
g
ram
in
t
h
e
f
acu
lt
y
o
f
a
rts
a
n
d
s
c
ien
ces
a
nd
s
t
u
d
e
nt
s
in
t
he
e
du
cat
io
n
f
acult
y
to
ward
s
teac
hi
ng
p
rof
e
ss
io
n
,
"
Peg
e
m Jo
urn
a
l
of
E
duca
t
i
o
n
and T
r
a
i
n
i
ng,
vo
l.
3
(3
),
p
p
.
4
1-50
, 2
01
3.
[34]
Z.
Ç
ub
uk
çu
a
n
d
A
.
Dö
n
m
ez,
"
E
x
am
inin
g
th
e
occu
pat
i
o
n
al
a
nx
ie
ty
l
evel
s
o
f
t
each
er
cand
i
dat
e
s,"
Jo
ur
na
l o
f
T
h
eo
ry
an
d P
r
a
c
tice in
Ed
ucatio
n,
vo
l.
7
(1),
p
p
.
3
-2
5,
2
0
11.
[35]
O.
Ö
ve
t,
"
Deter
m
ining
the
f
actors
t
h
at
a
ff
ect
t
he
s
t
u
dent
s
of
t
he
f
acu
lt
y
of
e
du
cation
,
"
Yed
i
t
e
p
e
U
ni
versity
I
nsti
tute
of
S
ocial Sc
ience
s
,
U
n
p
ublis
hed
ma
st
er
t
h
esis
,
2006
.
[36]
K.
A
k
b
ay
ır,
"Th
e
r
o
l
e
of
t
h
e
f
am
il
y
in
t
he
o
rient
a
ti
on
t
o
t
each
i
n
g
p
r
of
essio
n
a
nd
t
he
r
ol
e
of
g
end
e
r
i
n
b
ran
c
h
sel
ection
,
"
V
.
Nati
onal
Scien
ce an
d M
a
t
h
em
a
t
i
c
s Edu
c
atio
n Co
ng
r
e
ss
,
vo
l. 2
,
p
p
.
1
1
8
3
-1
18
8, 2
00
2.
[37]
E.
E
ret
Orh
a
n
and
A.
O
k,
"
W
ho
pref
er
t
each
er
e
d
u
cati
o
n
prog
ram
s
?
Cand
id
ates’
en
try
ch
ara
c
t
e
ris
t
i
c
s
and
at
titu
d
e
towa
rd
s
te
a
c
hing
,"
H
a
cett
e
pe U
n
ivers
ity
Jour
nal of Edu
c
atio
n,
v
o
l.
2
9(4
)
,
pp.
7
5-92,
2
01
4.
Evaluation Warning : The document was created with Spire.PDF for Python.