Assessment of the Relationships between Prospective Mathematics Teachers’ Classroom Management Anxiety, Academic Self-Efficacy Beliefs, Academic Amotivation and Attitudes toward the Teaching Profession Using Structural Equation Modelling

Turgut Karakose (), Hakan Polat, Ramazan Yirci, Tijen Tülübaş, Stamatios Papadakis, Tuncay Yavuz Ozdemir and Murat Demirkol
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Turgut Karakose: Department of Education Sciences, Kutahya Dumlupinar University, 43100 Kutahya, Turkey
Hakan Polat: Department of Educational Sciences, Firat University, 23119 Elazıg, Turkey
Ramazan Yirci: Faculty of Education, Sutcuimam University, 46050 Kahramanmaras, Turkey
Tijen Tülübaş: Department of Education Sciences, Kutahya Dumlupinar University, 43100 Kutahya, Turkey
Stamatios Papadakis: Department of Education, University of Crete, 74100 Rethymno, Greece
Tuncay Yavuz Ozdemir: Department of Educational Sciences, Firat University, 23119 Elazıg, Turkey
Murat Demirkol: Department of Educational Sciences, Firat University, 23119 Elazıg, Turkey

Mathematics, 2023, vol. 11, issue 2, 1-23

Abstract: Academic self-efficacy, academic amotivation, attitude toward the teaching profession, and classroom management anxiety are four of the most significant factors for both teacher training and performance because these psychological and behavioral constructs are first developed during the initial training, and reflect on the actual teaching quality of teachers. Therefore, investigation into their development and relationships, particularly with regard to prospective teachers, is significant both for the theory and practice of teaching. Hence, the current study aims to explore the casual relationships between these variables with a sample of prospective mathematics teachers, using the structural equation modelling (SEM). The participants were selected using simple random sampling method from prospective mathematics teachers studying at educational faculties of seven universities in different regions of Turkey. The data were collected using the academic amotivation scale, academic self-efficacy scale, attitude toward the teaching profession scale, classroom management anxiety scale, and a personal information form developed by the researchers. Data obtained from 581 participants were analyzed using path analysis. The findings showed that prospective mathematics teachers had a positive attitude toward the profession, and were eager to teach. Their academic self-efficacy predicted their attitude toward the teaching profession. Similarly, prospective mathematics teachers’ attitude toward the teaching profession correlated negatively with their academic amotivation. In other words, as prospective mathematics teachers’ attitude scores toward the profession increased, their academic amotivation scores decreased. However, prospective mathematics teachers had a high level of classroom management anxiety. Interestingly, prospective mathematics teachers with a positive attitude toward the profession experienced higher levels of classroom management anxiety. The findings mostly supported previous results in the literature. Implications were suggested both for teacher training and practice of quality teaching.

Keywords: academic self-efficacy; classroom management anxiety; academic amotivation; attitude toward the teaching profession; prospective teachers; structural equation modelling (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2023
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