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This research is conducted to determine the relationship between the self-effıcacy perception professional anxıety levels of prospective teachers. The research universe of the study, which is in the relational screening model, consists of the 3rd and 4th year students studying at the Ondokuz Mayıs University Faculty of Education in the 2018-2019 academic year. The sample of the study was determined by a two-stage sampling method. The research universe of study is first subdivided into departments, where the pre-service teachers study. Then, 1068 teacher candidates are determined by simple random sampling method which is the sampling type based on probability. The data of the study were collected with the “Teacher Self-Efficacy Scale” developed by Çapa, Çakıroğlu and Sarıkaya (2005) and “Teacher Candidate Anxiety Scale” developed by Saban, Korkmaz and Akbaşlı (2004). Percentage, arithmetic mean, frequency, standard deviation, t-test, ANOVA test, Scheffe or Tamhane multiple comparison test, simple and multiple regression analysis are used in the analysis of the data. Statistical analyzes are made using the SPSS 14.0 program. The level of significance is accepted as 05. According to the research findings, the self-efficacy perceptions of prospective teachers are found to be at a “fairly sufficient” level. The pre-service teachers' self-efficacy perceptions differ only in the "classroom management" sub-dimension according to the gender variable. According to the branch variable, it shows significant difference in all sub-dimensions. There is no significant difference in the self-efficacy perceptions of the candidates according to the class variable. It is observed that teacher anxiety levels of teacher candidates were low. The professional anxiety levels of teacher candidates differ significantly according to gender and branch variable. There is no significant difference in the professional anxiety levels of the candidates according to the class variable. It is determined that there is a high level of negative relationship between prospective teachers' self-efficacy perceptions and professional concerns. It is determined that pre-service teachers' self-efficacy perceptions are significant predictors of their professional anxiety and explained 13% of the change in their professional anxiety.

Prospective teacher, Education, Self-efficacy, Professional anxiety.

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