ABSTRACT

The aim of this study was to examine academic support perception and stress related to academic expectation of teaching candidates. Forth grade students in departments of German, science, English, music, pre-school, psychological counseling and guidance, art, Turkish, classroom, social sciences teaching in faculty of education and physical education and sports teaching in faculty of sport sciences at Mugla Sitki Kocman University participated in the study. Students Academic Support Scale, developed by Mazer and Thopson (2011), adapted to Turkish language by Arslan and Akın (2014), was used to find out perceived academic support. Academic Expectation Stress Inventory, developed by Ang and Huan (2006), adapted to Turkish language by Akın, Abacı and Çetin (2009), was used to find out level of academic expectation stress. Data was analyzed by using independent t test, one-way ANOVA and Pearson Moment Correlation. Significant differences were found between genders in terms of informational, esteem, motivational and venting support, and expectation of self. Significant differences were found between some of departments in terms of academic support and academic expectation stress. Significant correlations were found between academic support and academic expectation stress. Public Personnel Selection Examination markedly affects the careers of teacher candidates, includes them in a difficult competition and causes teacher candidates and their families to have great expectations. With the results of this study, it can be said that perceived support of teacher candidates may cause pressure and increase academic expectation stress.