Path analysis of the effects of teaching attitudes and anxiety on pre-service teachers' efficacy beliefs

The current study examined two hypothesized models in which teachers' efficacy beliefs are predicted by teaching attitudes and teaching anxiety. Attitudes and anxiety, as predictors, interchanged the role of being exogenous variable in the two suggested models. Data from 329 pre-service teachers showed moderate relationships among the three variables with the strongest relationship reported between teaching anxiety and efficacy beliefs. Path analysis showed support for the model in which teaching attitude was the predictor of both anxiety and efficacy beliefs. The study results emphasized the need for paying attention to the nature of applied experiences the pre-service teachers get during university years and the importance of careful design of preparation teacher programs. Further studies should investigate the model through intervention and longitudinal researches.