English Teacher Candidates’ Perceptions Regarding the Occupational Anxiety: A Phenomenological Study

Abstract

Identifying and addressing the occupational anxiety levels of teacher candidates during their education is crucial. This involves taking necessary measures to mitigate their concerns and providing supportive guidance. Enhancing the awareness of teacher training institutions about this issue and implementing preventive strategies to reduce occupational anxiety are essential. Thus, the aim of this study is to explore the occupational anxieties of English teacher candidates, identifying the types of occupational anxieties they experience and their views on causes and solutions. Utilizing a phenomenological research design, data were collected through semistructured interviews with eight candidates from various Turkish universities. Thematic and content analyses revealed anxieties in classroom management, student engagement, workload, professional relationships, and work–life balance. Participants suggested comprehensive classroom management techniques, interactive teaching approaches, mentorship programs, fostering collaboration among teachers, and self-care practices as potential solutions. The study underscores the need for further research to effectively support teacher candidates.