Teacher candidates’ appointment teacher candidates’ appointment anxiety in distance education: a mixed-methods study

Abstract

This study investigates teacher candidates’ appointment anxiety during the distance education process using an explanatory sequential mixed-methods design. The quantitative phase included 237 participants, followed by a qualitative phase with 7 teacher candidates. Quantitative data were analyzed using t-tests, one-way ANOVA, and multiple linear regression, while qualitative data were examined through content analysis. The findings indicated no statistically significant differences in appointment anxiety across demographic variables (p > .05), whereas a significant difference emerged based on department preference (p < .05). The regression model was not statistically significant (R² = .026, p = .415), suggesting that the examined variables were not significantly associated with appointment anxiety.Qualitative findings revealed that teacher candidates perceived distance education as insufficient, particularly regarding practical training and assessment processes, and reported feelings of professional inadequacy and uncertainty about the future. The integrated results suggest that appointment anxiety may be more closely associated with structural and process-related limitations of distance education than with individual characteristics.These findings highlight the importance of contextual factors and underscore the need for practice-oriented instructional designs and comprehensive support mechanisms in teacher education.

Introduction

Education constitutes a fundamental component of individual and societal development. In contemporary societies, rapid technological advancements have increasingly shaped various dimensions of daily life, including educational practices. The widespread use of digital technologies has facilitated access to information and fundamentally transformed teaching and learning processes. In the field of education, these developments have enabled the creation of more interactive learning environments for students and more effective instructional practices for educators.

Across historical periods, education has been regarded as a primary mechanism for the transmission and development of knowledge [1]. In this context, distance education has rapidly gained importance for various reasons, including ensuring continuity in education and preventing disruption in students’ academic progress [2]. In Türkiye, as in many other countries, both the COVID-19 pandemic and the earthquake have significantly affected the education system. Schools were closed, students were required to leave campuses, and a transition to distance education was implemented [3]. As digital learning became compulsory, research in this field increased, and platforms such as Google Classroom and Zoom were widely utilized to support online instruction [4]. Distance education refers to an instructional approach that enables teaching and learning activities to be conducted through digital technologies across spatially separated environments [5]. These structural transformations and uncertainties have not only reshaped instructional practices but have also had significant implications for the psychological well-being of students and teacher candidates. Appointment anxiety is defined as the psychological distress experienced by teacher candidates due to uncertainty and potential negative outcomes in the appointment process [6]. This form of anxiety influences not only emotional well-being but also learning processes and professional development. From a psychological perspective, self-efficacy plays a critical role, as individuals’ beliefs in their ability to perform specific tasks can reduce anxiety levels [7]. Similarly, intolerance of uncertainty is a key factor influencing anxiety in situations beyond an individual’s control [8]. In addition to these individual factors, recent international research highlights that psychological resilience, perceived institutional support, and learning conditions play a critical role in shaping students’ anxiety and well-being during crisis-related and online education processes [9].

Appointment anxiety can also be interpreted within the framework of career construction theory, which emphasizes how individuals cope with career-related uncertainty and stress [10]. Expectancy–value theory suggests that concerns about future employment may influence students’ motivation and engagement in learning [11]. In addition, coping theory explains how individuals manage stress and uncertainty [12]. Taken together, these theoretical perspectives conceptualize appointment anxiety as a multidimensional construct that affects individuals’ emotional states, learning processes, and professional competencies. Although appointment anxiety is grounded in multiple theoretical frameworks such as self-efficacy, coping, and career construction theory, it is operationalized in this study through the Appointment Anxiety Scale. This scale captures both emotional dimensions (fear of not being appointed) and cognitive dimensions (personal perception), which conceptually correspond to individuals’ perceived competence, uncertainty management, and future-oriented concerns emphasized in the theoretical framework. During the pandemic, continuous media coverage of rising case numbers and mortality rates contributed to increased fear and anxiety among individuals [13]. Following the earthquake that affected multiple provinces in Türkiye on February 6, educational activities were temporarily suspended, and distance education was reintroduced. During this period, students were required to leave their dormitories, which further intensified the challenges associated with the transition to remote learning. These developments had significant psychological consequences, leading to increased levels of stress and anxiety. Furthermore during this period, students expressed a strong preference for face-to-face education, as online instruction was often perceived as insufficiently effective. This situation contributed to heightened levels of psychological distress among students. Anxiety is commonly conceptualized as an emotional response arising from situations characterized by uncertainty and perceived lack of control. In addition to subject-matter knowledge, the teaching profession requires pedagogical competence, professional skills, and a broad educational perspective [7]. Prolonged exposure to stress may result in emotional strain and elevated anxiety levels [14], which can negatively affect individuals both psychologically and socially [15].

Assessment processes in teacher education have also been subject to criticism. Teacher candidates, who enter the profession with high expectations, often experience pressure due to the need to balance coursework, examinations, and professional preparation simultaneously [16]. In addition to field knowledge, teaching requires a combination of competencies, skills, and professional dispositions.

Education faculties play a central role in training teachers in Türkiye. At the same time, candidates are required to achieve sufficient scores on the KPSS and succeed in subsequent evaluations [17]. The KPSS is a national examination administered by ÖSYM to select candidates for public sector positions. This examination includes components such as field knowledge, general culture, general ability, and educational sciences. Teacher candidates are appointed by the Ministry of National Education based on their scores and the needs of specific subject areas [18]. Concerns about not being appointed may reduce individuals’ quality of life and contribute to increased anxiety and stress. Unemployment is not only an economic issue but also a psychological one, as it may lead to reduced social status, lower self-esteem, and heightened uncertainty about the future [19]. Consequently, higher unemployment rates may be associated with increased anxiety and stress levels [20].

Distance education serves as an alternative to traditional face-to-face instruction, particularly when students are unable to attend in person [21]. One of its key advantages is flexibility, allowing students to manage their learning alongside other responsibilities. During the pandemic, distance education became essential due to limited opportunities for face-to-face interaction [22]. It may also provide financial benefits by reducing costs related to transportation, accommodation, and meals, while enabling communication between students and instructors regardless of location [23]. However, this mode of education has notable limitations, particularly in courses requiring practical application and skill development, as it may restrict interaction and reduce learning effectiveness [24]. Effective implementation of distance education depends on several components, including infrastructure, system organization, curriculum design, qualified teaching staff, instructional materials, and student readiness [25]. As educational systems evolve, the teaching profession increasingly emphasizes experiential and practice-based learning [26]. Teacher competencies are generally categorized into professional knowledge, professional skills, and attitudes and values, all of which are essential for effective teaching.

A review of the literature indicates that although numerous studies have examined distance education during the COVID-19 pandemic and the earthquake process, there is a lack of mixed-method research specifically addressing the appointment anxiety of fourth-year teacher candidates who experienced both crises. Previous studies have explored various aspects of distance education, including its social impacts [27], implementation during COVID-19 [28], evaluation of practical courses [29, 30], sustainability after the earthquake [31], peer assessment [32], distinctions between emergency remote teaching and online learning [33], academic performance [34], anxiety related to online education [35], assessment challenges [36], student attitudes toward practical courses [37], online teaching platforms [38], teachers’ perspectives [39], compulsory courses delivered online [40], transition strategies [41], parental perspectives [42], international student experiences [43, 44], and attitudes toward online education [3, 45]. Additionally, studies have examined interaction anxiety [46] and career-related stress among teacher candidates [20]. However, comprehensive mixed-method research focusing on appointment anxiety within the context of both pandemic and earthquake conditions remains limited. Therefore, this study aims to examine teacher candidates’ levels of appointment anxiety, their perceived competencies, and their process-related experiences during distance education in crisis periods. Within this scope, appointment anxiety is addressed through a theoretical framework that considers both its psychological foundations and its impact on learning processes.

Despite the growing body of research on distance education during crisis periods, there is a lack of mixed-method studies examining appointment anxiety among teacher candidates who experienced both the pandemic and earthquake processes. Furthermore, existing studies predominantly focus on demographic predictors, while the role of contextual and structural factors remains underexplored. Drawing on self-efficacy, coping, and career construction theories, this study conceptualizes appointment anxiety as a multidimensional construct shaped by both individual and contextual factors.

In line with these theoretical perspectives, appointment anxiety is conceptualized as a multidimensional construct shaped by the interaction between individual perceptions and contextual factors. Based on self-efficacy theory, perceived deficiencies in professional competence may increase anxiety levels. Coping theory highlights individuals’ responses to uncertainty and stress, while career construction theory emphasizes the role of career-related uncertainty in shaping future-oriented anxiety. Accordingly, this study examines appointment anxiety in relation to both demographic and contextual variables and investigates the extent to which these variables predict anxiety.

In light of these considerations, physical education and sports teaching programs rely heavily on practical courses, making teacher candidates particularly vulnerable to the limitations of distance education. Therefore, it is important to evaluate their perceived competence, future concerns, and overall experiences, and to develop appropriate recommendations. Accordingly, this study aims to examine the appointment anxiety levels of teacher candidates who experienced distance education during both the pandemic and the post-earthquake educational process.

In line with this purpose, the study addresses the following research questions:

• Quantitative research questions:

  1. Do appointment anxiety levels differ according to demographic variables?
  2. To what extent do demographic and contextual variables relate to appointment anxiety?
• Qualitative research questions:

  • (3)
    How do teacher candidates evaluate the distance education process?
  • (4)
    How do teacher candidates perceive their professional competence and anxiety during this process?

Method

Research design

The study was conducted in accordance with the Declaration of Helsinki. A mixed-methods approach, incorporating both quantitative and qualitative methods, was employed to examine teacher candidates’ anxiety regarding non-appointment during the distance education process. Mixed-methods research integrates quantitative and qualitative approaches, enabling researchers to address the limitations of each method. While quantitative methods provide generalizability and predictive strength, qualitative methods offer depth and detailed insight into participants’ experiences [47].

In this study, data were collected sequentially, beginning with the quantitative phase and followed by the qualitative phase. Accordingly, the research was designed within an explanatory sequential mixed-methods framework. Initially, overall anxiety levels were assessed through quantitative data; subsequently, these findings were explored in greater depth using qualitative data.The study focused on teacher candidates who experienced distance education during both the COVID-19 pandemic and the post-earthquake educational process in Türkiye. Data were collected during the 2023–2024 academic year. All participants experienced educational changes and disruptions associated with the implementation of distance education during these crisis periods.

Qualitative research examines research problems through an interpretive perspective [48]. In this study, the qualitative phase was conducted using a qualitative descriptive approach. This approach was preferred to explore teacher candidates’ experiences, perceptions, and evaluations regarding distance education and appointment anxiety during the COVID-19 and post-earthquake period. Qualitative descriptive studies aim to provide a comprehensive summary of participants’ experiences and perspectives regarding a particular phenomenon [49, 50]. Qualitative data were analyzed through content analysis in order to identify recurring themes and patterns within participants’ responses.

The quantitative component of the study was conducted using a survey research model, which is a type of descriptive research design. Survey models are used to identify individuals’ interests, abilities, attitudes, skills, and opinions related to a specific topic [51]. Therefore, in the quantitative phase, this model was adopted to examine the appointment-related anxiety levels of teacher candidates who experienced distance education, including both theoretical and practical courses.

Within this design, quantitative data were collected and analyzed first, followed by the collection and analysis of qualitative data to explain and support the quantitative findings. This sequential approach allows for a more comprehensive interpretation of the results by integrating numerical trends with qualitative insights. This design is particularly appropriate for the present study, as it enables not only the identification of generalizable trends in appointment anxiety but also the exploration of underlying contextual factors that cannot be captured through quantitative data alone.

Data collection tool

A semi-structured interview form consisting of 10 questions was developed by the researcher to examine teacher candidates’ anxiety regarding non-appointment during the distance education process. Data were collected through interviews, a widely used qualitative data collection technique. Although interviewing is often considered a straightforward data collection method, it also requires discipline, skill, and cognitive attentiveness, and is regarded as both an art and a science due to its depth and complexity [52].

Semi-structured interviews provide flexibility by allowing participants to express their views in depth while maintaining a structured framework [53]. In the qualitative phase of the study, responses to the following questions were sought:

1. How do you evaluate the distance education process in general?

2. To what extent were you able to benefit from both practical and theoretical courses during this process?

3. Did participating in distance education increase your concerns about your professional competence?

4. Do you consider yourself fully competent after graduation? Please explain.

5. Do you think that the assessment and evaluation methods adequately measure your competence? Please explain.

6. Do you have concerns about not being appointed in the future? Please explain.

7. Did this process lead to any sense of alienation from your future profession as a teacher candidate? Please explain.

8. Do you experience feelings such as anxiety, fear, or worry about the future?

9. How do you think this process (e.g., education, accommodation, assessment) should have been managed? What are your suggestions?

10. To what extent has distance education affected your preparation for future academic-oriented examinations? Please explain.

In the quantitative phase of the study, the Teacher Candidates’ Appointment Anxiety Scale developed by [54] was used as the data collection instrument. The scale is a 5-point Likert-type measure (1 = strongly disagree, 5 = strongly agree) consisting of 13 items and two sub-dimensions. The “fear of not being appointed” sub-dimension includes 10 items (1, 2, 5, 7, 8, 9, 10, 11, 12, 13), while the “personal perception” sub-dimension includes 3 items (3, 4, 6). The total score ranges from 13 to 65, with higher scores indicating higher levels of appointment anxiety. The scale does not include any reverse-coded items; all items are scored in the same direction, such that higher scores reflect higher levels of appointment anxiety. The scale used in this study was previously developed and validated in the literature. Its factor structure and construct validity were confirmed in the original study. In the present study, internal consistency coefficients were examined and found to be high, supporting the reliability of the scale.

Research group

The population of the study consisted of fourth-year physical education and sports teacher candidates enrolled in institutions providing sports education. The sample included 237 participants in the quantitative phase and 7 participants in the qualitative phase.

In the quantitative phase, participants were recruited during the 2023–2024 academic year from fourth-year physical education and sports teacher candidates in the provinces of Ordu, Samsun, and Amasya. Participants were invited through institutional communication channels, and those who volunteered to participate and met the inclusion criteria were included in the study. Therefore, a convenience sampling strategy based on voluntary participation was employed.

A total of 400 eligible participants were invited to participate through institutional communication channels, and 296 agreed to take part in the study. Following data screening, responses with missing or incomplete data were excluded, resulting in a final sample of 237 participants. All participants met the inclusion criteria, which included being a fourth-year student, studying in a physical education and sports teaching program, and having experienced the distance education process. No additional exclusion criteria were applied beyond incomplete or invalid responses. In the qualitative phase, the sample was determined using a criterion sampling method, in which the criteria are defined by the researcher or based on pre-established conditions [55]. The qualitative sample size was considered sufficient based on the principle of data saturation. Saturation was systematically monitored throughout the data collection and analysis process through iterative coding and constant comparison of emerging themes. No substantially new codes or themes emerged during the sixth and seventh interviews, indicating that thematic saturation had been achieved. This suggests that the sample adequately captured the core dimensions of participants’ experiences and perceptions regarding the distance education process. Although the qualitative sample size was relatively small (n = 7), this is considered acceptable in qualitative descriptive research, where the primary aim is to obtain detailed and in-depth information rather than numerical generalization.

The criteria used for participant selection in the qualitative phase were as follows:

1. being a fourth-year university student,

2. being a physical education and sports teacher candidate, and

3. having experienced the distance education process.

Participants were selected based on these predefined criteria rather than their appointment anxiety scores. The aim was to obtain in-depth information from individuals who had directly experienced the distance education process during the COVID-19 pandemic and post-earthquake period.

Data collection and analysis

In the qualitative phase of the study, face-to-face interviews were conducted with participants at predetermined times, in line with the necessary permissions, to examine teacher candidates’ anxiety regarding non-appointment during the distance education process. Written informed consent was obtained from all participants. They were informed about the purpose and procedures of the study and were assured that they could withdraw at any time. All data were anonymized and securely stored for research purposes only. In the study, quantitative data were first collected and analyzed using a survey method. Subsequently, qualitative interviews were conducted to provide a more in-depth explanation of the quantitative findings. An interview form consisting of 10 questions was developed based on the research problem. The interviews lasted between 65 and 80 min. Data collection continued until data saturation was reached, as indicated by the recurrence of similar responses and patterns across themes. In this process, each participant’s response was treated as a unit of analysis, ensuring sufficient depth and diversity of qualitative data. Audio recordings were obtained during the interviews and subsequently transcribed. During the qualitative data collection and analysis process, researchers adopted a reflective stance, taking into account their own experiences and potential biases. Participants were selected based on their experience with the distance education process during the pandemic and post-earthquake period.

The findings were shared with participants for validation (member checking). In addition, all stages of data collection, coding, and analysis were systematically documented to ensure transparency and allow for external review if necessary. In this study, the quantitative method constituted the primary approach, while the qualitative method was used for triangulation purposes. Qualitative data obtained through participant interviews were used to support and validate the quantitative findings.

In this explanatory sequential mixed-methods design, integration was achieved at both the interpretation and discussion stages. Specifically, qualitative findings were used to explain and contextualize the quantitative results by systematically linking emergent themes with observed statistical patterns. This integrative approach facilitated the development of meta-inferences through the convergence of quantitative trends and qualitative insights, thereby enabling a more comprehensive understanding of appointment anxiety.

Qualitative data were analyzed using content analysis. During the analysis process, themes were generated through an iterative coding procedure. Initially, open coding was conducted to identify meaningful units within the data. Subsequently, related codes were grouped into categories, which were then refined into overarching themes. To enhance the credibility of the analysis, the coding process was conducted independently by multiple researchers. Inter-coder reliability was established through the comparison of coding decisions and the calculation of agreement rates, with discrepancies resolved through discussion until consensus was reached. Beyond descriptive categorization, the identified themes were interpreted analytically to uncover underlying patterns, relationships, and meanings within the data. Participant quotations were used not only for illustrative purposes but also to substantiate the interpretation of themes and to provide deeper insight into teacher candidates’ experiences and perceptions.

Content analysis is a research method used to generate valid and meaningful inferences from qualitative data [56]. In this process, similar data are systematically organized within thematic frameworks and interpreted in a manner that is clear and comprehensible to the reader [57]. During coding, each response was treated as a unit of analysis; codes were identified through an inductive coding approach and subsequently assigned to relevant themes. Newly emerging codes were also documented throughout the analysis process.

Information on the themes emerged in the study is presented below in Fig. 1.

Fig. 1.

Themes obtained in the research

Figure 1 presents the main themes derived from the qualitative analysis. A total of seven themes were identified: theoretical courses, practical courses, graduation, examination assessments, anxiety, distance education, and recommendations.

Theme 1: theoretical courses

This theme reflects teacher candidates’ evaluations of theoretical courses during the distance education process.

Theme 2: practical courses

This theme focuses on participants’ experiences and perceived limitations regarding practical courses.

Theme 3: graduation

This theme addresses perceptions of professional readiness and competence after graduation.

Theme 4: examination assessments

This theme includes participants’ views on assessment and evaluation practices during distance education.

Theme 5: anxiety

This theme reflects participants’ anxiety, fear, and uncertainty regarding the educational process and future appointment.

Theme 6: distance education

This theme focuses on overall evaluations and perceptions of the distance education process.

Theme 7: recommendations

This theme includes participants’ suggestions for improving the distance education process.

In the quantitative part of the research, information about the data analysis process is given below.

• ✓ In the quantitative phase of the study, the normality of the total scores obtained from the scale items was assessed based on the variables included in the personal information form. The Kolmogorov–Smirnov test (for n ≥ 50) and the Shapiro–Wilk test (for n < 50) were employed, with p-values greater than 0.05 indicating a normal distribution. In addition, skewness and kurtosis values were calculated to further evaluate normality. The skewness and kurtosis values were 0.871 and − 0.351 for the total appointment anxiety score, 0.956 and − 0.249 for the fear of not being appointed sub-dimension, and 0.558 and − 0.945 for the personal perception sub-dimension. All values fall within the acceptable range of − 2 to + 2, indicating that the distributions approximate normality [58]. Based on the results of the normality tests and the skewness and kurtosis values, the assumption of normality was considered satisfied. Accordingly, the data were deemed suitable for subsequent parametric analyses.

• ✓ In the study, the scale total scores and sub-dimension total scores were determined by gender, branch, etc. Whether it differs according to the variables was determined by Student's t-test. For Student’s t-test, Cohens’s d was used as the measure of the effect size.

• ✓ Income level, being directed to the department, etc. Whether it differs according to variables such as One-way Analysis of Variance (One-way ANOVA) and Tukey's multiple comparison test was determined. For One-way ANOVA, Eta-squared (η²) was used as the measure of the effect sizes. Effect sizes were interpreted according to conventional criteria (small, moderate, large).

• ✓ Homogeneity of variances was assessed using Levene’s test, and the results indicated that the assumption of homogeneity was satisfied (p > 0.05).

• ✓ Prior to conducting the multiple linear regression analysis, key statistical assumptions were examined. Multicollinearity was assessed using Variance Inflation Factor (VIF) values, which ranged between 1.02 and 1.11, indicating no multicollinearity among the independent variables. The independence of residuals was evaluated using the Durbin–Watson statistic (DW = 1.757), suggesting that the assumption of independence was met. Overall, the data were considered suitable for regression analysis.

• ✓ In addition to descriptive and comparative analyses, multiple linear regression analysis was conducted to examine the variables predicting appointment anxiety. The total appointment anxiety score was included as the dependent variable, while sport branch, gender, income level, sport age, department preference, and level of sports participation were entered as independent variables.

• ✓ Descriptive statistics, including frequencies (n), means, and standard deviations, were reported. Statistical significance was set at p < 0.05

• ✓ All statistical analyses were performed using SPSS version 22.0.

Missing data were examined prior to analysis, and cases with incomplete responses were excluded from the dataset. In addition, outliers were assessed using standardized scores, and no extreme values were detected. To control for potential Type I error in multiple comparisons, significance levels were interpreted cautiously.

In the study, the research problem was formulated within the scope of the Physical Education and Sports Department, where practical courses are predominant, considering the impacts arising from the COVID-19 and earthquake processes. Afterwards, data were collected and analysed in both the quantitative and qualitative parts of the research. In the qualitative part of the study, the codes were determined, assigned to the relevant themes and tabulated. On the other hand, the data obtained in the quantitative part of the study were tabulated and finally, the data obtained from both research methods were interpreted with a holistic approach.

Validity and reliability

In the qualitative phase of the study, data obtained from the interview forms were analyzed using content analysis. The consistency between participants’ responses and the codes derived from the analysis was used to support the credibility of the findings. To assess coding reliability, a team of three experts—comprising a lecturer in physical education and sports, a lecturer in coaching education, and a qualitative research specialist, including the researcher—was formed. Participants’ responses were systematically examined, and words or sentences representing meaningful units were identified as codes. Each response was treated as a unit of analysis, and coding consistency was evaluated using agreement and disagreement criteria. Codes were subsequently assigned to relevant themes. Inter-coder reliability was calculated using the formula: agreement/(agreement + disagreement) × 100. In this context, identical coding decisions were considered as agreement, whereas differing decisions were treated as disagreement. A reliability level of 70% or above is generally considered acceptable [59]. In the present study, inter-coder reliability ranged between 89 and 92%, indicating a high level of consistency. For the quantitative component, the internal consistency of the scale was assessed by examining item–total correlation coefficients, which reflect the extent to which each item is associated with the overall scale score.

In the quantitative part of the study, information on the reliability ratio is presented in Table 1.

Table 1.

Internal consistency coefficients of the answers given to scale items

Scale	Internal consistency coefficient	Evaluation
Teacher Candidates Not Assigned Anxiety Scale (SSAKÖ)	0,979	Highly reliable
Fear of not being appointed sub-dimension	0,981	Highly reliable
Personal perception sub-dimension	0,913	Highly reliable

The internal consistency of the scale was evaluated based on participants’ responses to the scale items, and the results indicated a high level of reliability (Table 1). Furthermore, item–total correlation coefficients ranged between 0.762 and 0.950. All item–total correlations were strong and statistically significant, supporting the internal consistency of the scale. These high correlation coefficients indicate that each item is strongly aligned with the overall construct being measured (appointment anxiety) and that the scale provides a coherent and reliable assessment of anxiety levels. Although the scale demonstrated high internal consistency, it is important to acknowledge potential limitations, such as self-report bias and the influence of contextual factors, which may have affected participants’ responses.

Results

Quantitative analysis results

Table 2 contains information on the demographic characteristics of the participants. The study was carried out on 237 people, 98 women and 139 men. Although the majority of teacher candidates have a middle income level; He is interested in sports as an amateur. In addition, it has been determined that the participants, who mostly have team sports, tend to the department they study in line with their own wishes.

Table 2.

Frequency and percentage distributions of the participants’ demographic characteristics

Sex	n	%	Level of doing sports	n	%
Female	98	41,4	Amateur	186	78,5
Male	139	58,6	Professional	51	21,5
Total	237	100,0	Total	237	100,0
Level of income	n	%	Forwarding to the Section	n	%
Low	59	24,9	Relative	55	23,2
Moderate	167	70,5	Friend	19	8,0
High	11	4,6	Coach	41	17,3
Total	237	100,0	Own Choice	122	51,5
			Total	237	100,0
Sport Branch
Team	124	52,3
Individual	113	47,7
Total	237	100,0

Table 3 contains information about the age and sports age of the participants and their anxiety levels of not being appointed. It was determined that there was no statistically significant relationship between the age and sports age of the participants and their anxiety levels of not being appointed.

Table 3.

Age and sports age of the participants and anxiety level of not being appointed

Scale and Sub-Dimensions		Age	Sports Age
Teacher Candidates Not Assigned Anxiety Scale (SSAKÖ)	r-value	,025	,006
	p-value	,706	,932
Fear of not being appointed sub-dimension	r-value	,032	-,008
	p-value	,619	,899
Personal perception sub-dimension	r-value	-,003	,048
	p-value	,963	,464

In the study, no statistically significant difference was found between the views of female and male teacher candidates regarding the anxiety of not being assigned to the schools affiliated to the Ministry of National Education. Since the effect sizes were smaller than 0.20, it was determined that although there was a slight difference in the appointment-related anxiety levels of male and female preservice teachers, this difference was not statistically significant (p > 0.05) (Table 4).

Table 4.

Anxiety level of participants for not assigning teacher candidates by gender

Scale and Sub-Dimensions	Sex	n	x̄	SD	Cohens’s d	p
Teacher Candidates Not Assigned Anxiety Scale (SSAKÖ)	Female	98	26,77	14,97	0.185	0,163
	Male	139	29,65	16,13
Fear of not being appointed sub-dimension	Female	98	19,70	11,77	0.192	0,147
	Male	139	22,05	12,52
Personal perception sub-dimension	Female	98	7,06	3,69	0.137	0,299
	Male	139	7,60	4,13

In the study, no statistically significant difference was found between the views of prospective teachers with different income levels regarding the anxiety of not being assigned to schools affiliated to the Ministry of National Education (Table 5). It was determined that there was a slight difference in the appointment-related anxiety levels of preservice teachers according to income status; however, this difference was not statistically significant (p > 0.05). Therefore, it can be concluded that income status does not have a significant effect on appointment-related anxiety.

Table 5.

Anxiety level of participants for not being appointed by income status

Scale and Sub-Dimensions	Level of income	n	x̄	SD	Eta-squared (η2)	p
Teacher Candidates Not Assigned Anxiety Scale (SSAKÖ)	Low	59	27,54	17,94	0.002	0,830
	Moderate	167	28,86	14,83
	High	11	27,27	16,86
Fear of not being appointed sub-dimension	Low	59	20,66	13,84	< 0.001	0,955
	Moderate	167	21,21	11,64
	High	11	21,36	13,42
Personal perception sub-dimension	Low	59	6,88	4,39	0.014	0,197
	Moderate	167	7,65	3,80
	High	11	5,91	3,62

In the study, no statistically significant difference was found between the views of teacher candidates interested in individual and team sports regarding the anxiety of not being assigned to schools affiliated to the Ministry of National Education (Table 6). Accordingly, although there was a slight difference in the appointment-related anxiety levels of preservice teachers participating in individual and team sports branches, this difference was not found to be statistically significant (p > 0.05).

Table 6.

Anxiety level of participants not being appointed by branch

Scale and Sub-Dimensions	Sport Branch	n	x̄	SD	Cohens’s d	p
Teacher Candidates Not Assigned Anxiety Scale (SSAKÖ)	Team	124	27,73	16,01	0.098	0,452
	Individual	113	29,27	15,37
Fear of not being appointed sub-dimension	Team	124	20,46	12,32	0.106	0,415
	Individual	113	21,76	12,18
Personal perception sub-dimension	Team	124	7,27	4,13	0.060	0,644
	Individual	113	7,50	3,77

In the study, no statistically significant difference could be determined between the views of teacher candidates who play sports as amateur or professional about the anxiety of not being assigned to the schools affiliated to the Ministry of National Education (Table 7). Considering the effect sizes, it was determined that there was a small difference in the levels of appointment anxiety and personal perception between preservice teachers who engage in sports at an amateur or professional level; however, this difference was not statistically significant (p > 0.05). Similarly, although the effect size for the level of fear of not being appointed was small, the level of sports participation did not have a significant effect on the fear of not being appointed.

Table 7.

Anxiety level of not being assigned according to the level of doing sports of the participants

Scale and Sub-Dimensions	Level of doing sports	n	x̄	SD	Cohens’s d	p
Teacher Candidates Not Assigned Anxiety Scale (SSAKÖ)	Amateur	186	27,84	15,21	0.183	0,249
	Professional	51	30,71	17,32
Fear of not being appointed sub-dimension	Amateur	186	20,53	11,84	0.208	0,189
	Professional	51	23,08	13,56
Personal perception sub-dimension	Amateur	186	7,31	3,89	0.080	0,615
	Professional	51	7,63	4,22

In the study, a statistically significant difference was found in appointment anxiety according to department preference (p < 0.05). Although mean scores differ between groups, this difference is small. Post-hoc comparisons indicate that participants who selected their department based on friends reported higher levels of appointment anxiety compared to those who chose it based on coaching guidance, while other group differences were not pronounced. Although the effect size is small (η² = 0.034), this finding suggests that the motivation underlying department preference may play a role in shaping appointment anxiety, with externally influenced choices being associated with higher anxiety levels (Table 8).

Table 8.

Anxiety level of not being appointed by the status of the participants to the department

Scale and Sub-Dimensions	Department Preference	n	x̄	SD	Eta-squared (η2)	p
Teacher Candidates Not Assigned Anxiety Scale (SSAKÖ)	Family	55	26,80 ab	14,86	0.034	0,047
	Friend	19	32,68 a	16,89
	Coach	41	23,17 b	12,87
	My own choice	122	30,26 ab	16,38
Fear of not being appointed sub-dimension	Family	55	19,84 ab	11,43	0.033	0,049
	Friend	19	24,74 a	13,14
	Coach	41	17,02 b	9,93
	My own choice	122	22,37 ab	12,90
Personal perception sub-dimension	Family	55	6,96	3,91	0.030	0,069
	Friend	19	7,95	4,22
	Coach	41	6,15	3,33
	My own choice	122	7,89	4,06

To strengthen the analytical framework of the study, a multiple linear regression analysis was conducted to examine the variables predicting appointment anxiety among teacher candidates. In the model, the total appointment anxiety score was specified as the dependent variable, while sport branch, gender, income level, sport age, department preference, and level of sports participation were included as independent variables. The results indicated that the model was not statistically significant (F = 1.017, p = 0.415). The explanatory power of the model was limited, with the independent variables accounting for only 2.6% of the variance in appointment anxiety (R² = 0.026). Moreover, none of the independent variables demonstrated a statistically significant predictive effect on appointment anxiety (p > 0.05). These findings suggest that appointment anxiety cannot be adequately explained by the demographic and individual variables included in the model, and may instead be influenced by other contextual or structural factors not captured in this analysis (Table 9).

Table 9.

Results of multiple linear regression analysis predicting appointment anxiety

Variable	B	Std. Error	Beta	t	p
Constant	12.732	7.318	-	1.740	.083
Sport Age	−0.068	0.218	−0.021	−0.313	.755
Age	3.144	2.082	0.099	1.510	.132
Income Level	0.542	2.064	0.017	0.263	.793
Level of Sports Participation	3.329	2.617	0.087	1.272	.205
Guidance to Department	1.354	0.861	0.107	1.572	.117
Sport Branch	1.613	2.090	0.051	0.772	.441

Dependent variable: Appointment Anxiety (Total score of the Appointment Anxiety Scale)

R = 0.161, R² = 0.026, Adjusted R² = 0.000, F(6,230) = 1.017, p =.415

Qualitative analysis results

Table 10 contains demographic information about the participants in the qualitative part of the study. The qualitative part of the study is within the scope of 7 physical education and sports teacher candidates, 3 women and 4 men. Pre-service teachers with middle-income status are mostly interested in sports as an amateur. In addition, participants with a sports age of 4 to 14 years are interested in volleyball, tennis, football and swimming sports branches.

Table 10.

Demographic information on participants

	Age	Gender	Level of income	Sport Branch	Sports Age	Level of doing sports
P1	22	Female	Moderate	Volleyball	4	Amateur
P2	21	Female	Moderate	Tennis	8	Amateur
P3	23	Male	Moderate	Football	7	Amateur
P4	23	Male	Moderate	Football	6	Professional
P5	21	Male	Moderate	Football	7	Amateur
P6	23	Male	Moderate	Swimming	13	Professional
P7	22	Female	Moderate	Volleyball	14	Amateur

Table 11 shows the views of prospective teachers about theoretical courses in the distance education process. Only one of the teacher candidates states that they do not see the theoretical lessons as challenging in the distance education process. On the other hand, the majority of the participants state that they do not support this system, that they deserve it, that they do not feel psychologically ready and that they do not attend the classes because they do not feel any responsibility.

Table 11.

Opinions of pre-service teachers on theoretical courses in the distance education process

Theme	Theme Type	Code Word	Code Subject
Theoretical Courses	Node	23	Lack of acceptance of distance education Perceived inefficiency of instruction Perceived loss of learning effectiveness Low sense of responsibility Psychological unpreparedness Low engagement
Report

When the responses of the teacher candidates to the questions were examined, for example:

• K1: “Frankly, I do not support the theoretical courses conducted during the distance education process. Because no matter how much I studied, I did not think that I received the full return for my effort.”

• K4: “While attending theoretical courses during the distance education process, I did not feel psychologically ready. Since it was an unfamiliar process, I could not fully make sense of it. At that time, attending the course was not very important. Honestly, I did not feel a sense of responsibility as I would in a classroom environment.” They expressed their views in this manner.

In Table 12, the views of the teacher candidates regarding the practice courses in the distance education process are given. Pre-service teachers report that face-to-face lessons are more memorable, they cannot comprehend the subjects in distance education, they have difficulty in using the acquired knowledge, they cannot get the desired level of efficiency from the applied lessons because there is no live example and it is not possible to repeat the applications.

Table 12.

Opinions of teacher candidates on practice courses in the distance education process

Theme	Theme Type	Code Word	Code Subject
Applied Courses	Node	35	Preference for face-to-face learning Perceived inadequacy of online infrastructure School-based learning necessity Lack of comprehension Difficulty in understanding course content Difficulty in applying knowledge Lack of practical demonstration Incomplete learning experience Lack of repetition opportunities
Report

When the responses of the teacher candidates to the questions were examined, for example:

• K2: “I think that practical courses are much more memorable when conducted face-to-face. During the distance education process, I cannot fully grasp the topics and have difficulty applying the knowledge I have learned.”

• K6: “I think we gain incomplete experience in practical courses because we cannot see live examples. In addition, since it is not possible to repeat the applications, I have difficulty consolidating the topics.” They expressed their views in this way.

Table 13 presents the views of prospective teachers on the graduation process. Pre-service teachers state that they do not consider themselves sufficient after graduation, that they feel alienated from the department they studied during the distance education process, that they consider themselves inadequate in terms of practice and that they need to recover psychologically.

Table 13.

Opinions of teacher candidates on the graduation process

Theme	Theme Type	Code Word	Code Subject
Graduation	Node	26	Perceived professional inadequacy Perceived learning deficiencies Need for additional time for development Need for psychological recovery Lack of practical competence Decreased professional commitment Incomplete learning process
Report

When the responses of the teacher candidates to the questions were examined, for example:

• K3: “After graduation, I do not feel competent. During the distance education process, I could not fully understand the practical courses, and I especially feel very inadequate in terms of practice.”

• K7: “During this process, I became disenchanted with my department and feel very inadequate in terms of practical experience. I need to recover psychologically. It feels as if all the topics were left unfinished.” They expressed their views in this way.

Table 14 presents the views of pre-service teachers regarding exam evaluations in the distance education process. Pre-service teachers state that the exams do not measure the level of knowledge exactly, that the students do not make an effort to be successful in the exams, and that no one studies in this process.

Table 14.

Opinions of pre-service teachers on exam evaluations

Theme	Theme Type	Code Word	Code Subject
Exam Evaluations	Node	23	Inadequate assessment of competence Lack of student effort Low engagement in assessment processes) Rote-based assessment Perceived insufficiency of online examinations Low academic motivation
Report

When the responses of the teacher candidates to the questions were examined, for example:

• K1: “The exams conducted during the distance education process do not fully measure the students’ level of knowledge. I think they do not reflect true achievement because no effort is put into the exams.”

• K5: “The exams are mostly based on rote memorization and are insufficient because they are conducted online. I believe that no one actually studied during this process.” They expressed their views in this way.

In Table 15, the views of the pre-service teachers about the state of anxiety are given. Pre-service teachers state that they are not likely to be appointed after this process, that the level of education they receive is low due to distance education, that they see their careers as uncertain and that they are not sure whether or not to pursue their profession.

Table 15.

Anxiety of teacher candidates

Theme	Theme Type	Code Word	Code Subject
Anxiety	Node	37	Fear of not being appointed Perceived lack of future prospects Loss of motivation Perceived difficulty of appointment process Perceived low educational quality Perceived lack of readiness Career uncertainty Uncertainty about professional future Low perceived probability of appointment
Report

When the responses of the teacher candidates to the questions were examined, for example:

• K2: “I hardly think that we have a chance of being appointed after this process. As you know, the appointment scores are already high. Considering this, along with the education I have received, I do not think I will be appointed. In fact, I could even say that the possibility is nonexistent.”

• K6: “I am not ready in my current state. At this level, I cannot perform my profession. I mean, I am not ready. The process progressed in such an unusual way that everything became even more difficult for us. Naturally, this created uncertainty for me in terms of my career.” They expressed their views in this way.

Table 16 presents the opinions of the pre-service teachers on the conduct of the distance education process. Pre-service teachers state that they do not want to receive their education remotely, the lessons are not efficient, instant communication is important, education should be carried out in the classroom, they have problems with internet connection, this process violates the equality of opportunity and opportunity in education, their enthusiasm is discouraged, and it affects students' lives negatively.

Table 16.

Opinions of teacher candidates on conducting the distance education process

Theme	Theme Type	Code Word	Code Subject
Distance Learning	Node	41	Negative attitude toward distance education Low learning motivation Perceived inefficiency of distance education Preference for face-to-face education Need for immediate interaction Low student participation Adaptation difficulties Technical problems (internet connectivity issues) Inequality of opportunity in education Negative impact on students’ lives
Report

When the responses of the teacher candidates to the questions were examined, for example:

• K3: “I do not want the distance education process. The internet suddenly goes out. How can the lessons be conducted efficiently under these circumstances? It was a process from which I could not get any benefit. It is also unclear who attends the lessons. In fact, most of the students did not attend.”

• K7: “In particular, the internet connection was frequently cut off. Not everyone has the same resources. Honestly, equal opportunities in education could not be ensured during that process. It really had a very negative impact on the students’ lives.” They expressed their views in this way.

Table 17 presents the suggestions of pre-service teachers regarding the conduct of the distance education process. Pre-service teachers suggest that distance education should be in the earthquake zone, students should not be expelled from the dormitories, the decision for distance education should be taken not suddenly, the exam evaluations should be made face-to-face, the earthquake victims should be placed in hotels rather than dormitories, and the lessons should be conducted face-to-face during this process.

Table 17.

Suggestions for pre-service teachers to conduct the distance education process

Theme	Theme Type	Code Word	Code Subject
Suggestions	Node	39	Context-specific implementation of distance education Continuity of student accommodation Gradual and planned decision-making Preference for face-to-face assessment Continuation of education in students’ residence areas Protection of university and dormitory systems Alternative accommodation for disaster victims Preference for face-to-face instruction
Report

When the responses of the teacher candidates to the questions were examined, for example:

• K2: “Education in the earthquake-affected region could have been conducted online. In my opinion, most importantly, decisions regarding distance education should not have been made abruptly. These decisions should have been considered more carefully before being implemented.”

• K5: “Examinations should definitely have been conducted face-to-face. I do not think the evaluations were very effective. In addition, earthquake victims should have been accommodated in hotels rather than in dormitories.” They expressed their views in this way.

Discussion, conclusion and suggestions

The integration of quantitative and qualitative findings provides a more nuanced understanding of appointment anxiety by revealing not only the absence of statistically significant individual differences but also the underlying structural mechanisms contributing to this phenomenon.

The qualitative findings indicate that teacher candidates did not endorse the distance education system, reported limited benefits from practical courses, and perceived assessment processes as inadequate for evaluating professional competence. Participants also expressed feelings of professional inadequacy and anxiety regarding post-graduation appointment.

Quantitative findings revealed no statistically significant differences in appointment anxiety across demographic variables, including age, gender, sports experience, and sports branch. Likewise, regression analysis demonstrated that the model was not statistically significant and exhibited limited explanatory power, indicating that appointment anxiety could not be accounted for by the variables included in the study. The very low explanatory power of the model suggests the potential presence of omitted variable bias. In particular, important psychological and contextual factors such as psychological resilience, perceived institutional support, and coping capacity were not included in the model. These variables may play a significant role in explaining appointment anxiety and should be considered in future research. These findings suggest that appointment anxiety may be influenced more by contextual and process-related factors than by demographic characteristics alone. This finding helps explain why demographic variables did not emerge as significant predictors of appointment anxiety in the quantitative phase. Although variables such as gender, age, and income level were examined, qualitative findings suggest that participants shared similar concerns regarding the quality of distance education, limitations in practical training, and uncertainty about professional competence. Therefore, structural and educational factors may have played a more influential role than demographic characteristics. The qualitative findings provide support for this interpretation. Participants frequently emphasized concerns related to the quality of distance education, limited opportunities for practical training, perceived professional inadequacy, and uncertainty regarding their future careers. These factors may represent important psychological and educational determinants of appointment anxiety that were not directly measured in the quantitative phase.

In line with these considerations, this pattern may be attributed to the shared experiences of teacher candidates during distance education, which may have led to similar levels of anxiety across different groups. In this context, contextual factors such as the nature of distance education, limited opportunities for practical training, and uncertainties in the learning and assessment processes may have played a more decisive role than individual differences in shaping appointment anxiety. On the other hand, a statistically significant difference in appointment anxiety was observed based on department preference. This finding suggests that the underlying reasons for individuals’ choice of department may influence their levels of anxiety. It can be explained by differences in intrinsic and extrinsic motivations, as externally influenced preferences may be associated with higher levels of uncertainty and anxiety.

When considered collectively, the quantitative and qualitative findings converge. While the quantitative results suggest that individual-level variables do not significantly predict appointment anxiety, the qualitative findings highlight that such anxiety is primarily rooted in structural and process-related factors. These include the limitations of distance education, insufficient opportunities for practical training, and ambiguities in assessment procedures. In this respect, the qualitative findings complement rather than duplicate the quantitative results. While the quantitative phase identified what did not significantly predict appointment anxiety, the qualitative phase provided insight into potential contextual mechanisms underlying this phenomenon.

Overall, the findings suggest that appointment anxiety may be more closely associated with contextual and educational conditions than with individual demographic characteristics.

From a theoretical standpoint, the present study contributes to the literature by reorienting the understanding of appointment anxiety from an individual-centered perspective toward a more context-sensitive framework. While prior research has predominantly emphasized demographic and personal determinants, the current findings indicate that such variables offer limited explanatory power. Instead, the results underscore the importance of structural and process-related conditions—particularly those associated with the implementation of distance education—in shaping anxiety levels. Interpreted through the lenses of self-efficacy, coping, and career construction theories, these findings suggest that appointment anxiety should not be conceptualized solely as an individual psychological response. Rather, it reflects a dynamic interplay between personal perceptions and educational contexts. Accordingly, this study advances a more integrative conceptualization of appointment anxiety and highlights the need for future research to more explicitly incorporate contextual and institutional dimensions into explanatory models.

The literature consistently reports elevated levels of anxiety among teacher candidates [60]. While some studies have identified higher anxiety levels among female candidates [46, 61], others have found no significant gender differences [61]. Consistent with the heterogeneity of findings in the literature, the present study indicates that anxiety is largely influenced by structural and environmental aspects of the educational process rather than demographic factors [44, 62, 63]. However, unlike some previous studies that reported significant differences across demographic variables, the present findings suggest a more context-dependent pattern, indicating that shared environmental conditions may attenuate individual-level variations in anxiety.

For instance, the online delivery of practical courses, coupled with inequalities in access to internet and technological resources, appears to be associated with lower motivation and engagement among students, which may also be related to increased anxiety levels [54, 63–66]. These findings suggest that appointment anxiety may be associated with perceived professional inadequacy and uncertainty. In particular, limited opportunities for hands-on training may negatively influence teacher candidates’ perceptions of professional competence and may also be associated with higher levels of anxiety.

Moreover, prolonged uncertainty during crisis-driven educational periods may be associated with difficulties in coping with stress among teacher candidates. Concerns regarding future career prospects also appear to be associated with appointment-related anxiety.

Taken together, these findings carry important implications for teacher education and educational policy. Distance education practices implemented during crisis periods may be insufficient to support the development of practical competencies, particularly in practice-oriented disciplines such as physical education and sports teaching. This limitation may have long-term implications for both professional preparedness and psychological well-being. Therefore, it is essential for teacher education programs to adopt more flexible and resilient instructional strategies, and for policymakers to establish comprehensive support mechanisms that address both academic and psychological needs during such periods. As teacher candidates approached graduation, they increasingly questioned their professional competence, and concerns regarding the credibility of assessment outcomes further intensified their anxiety, consistent with previous studies [67, 68].

Qualitative findings revealed dissatisfaction with the educational process and perceived inadequacy in practical training, whereas quantitative results indicated no significant differences across demographic variables. These findings suggest that anxiety is more closely associated with structural limitations of distance education than with individual characteristics. The absence of statistically significant differences across demographic variables may be explained by the shared structural conditions experienced by all participants during the distance education process. As indicated by the qualitative findings, teacher candidates consistently reported similar challenges, including limited opportunities for practical training, ineffective assessment practices, and reduced interaction. These common experiences may have contributed to the homogenization of anxiety levels across different demographic groups. From an integrative perspective, these findings suggest that appointment anxiety emerges through the interaction of individual and contextual factors, where structural constraints may override the influence of demographic characteristics. This interpretation represents a meta-inference derived from the combined analysis of quantitative and qualitative data. In this sense, the non-significant findings may reflect the limited explanatory capacity of demographic variables in capturing a context-dependent phenomenon shaped by shared educational experiences.

Consistent with the literature, distance education appears to be more suitable for theoretical instruction but less effective for practice-based learning [67–69]. This limitation has also been emphasized in recent international studies, which report that online learning environments are less effective in developing practical competencies and experiential skills [70]. In line with this limitation, in practice-oriented programs such as physical education and sports teaching, the limited effectiveness of both theoretical and practical instruction, together with inadequate assessment practices [29, 71], appears to negatively influence perceptions of professional competence. While qualitative findings provide deeper insight into the underlying causes of anxiety, quantitative results demonstrate that this anxiety is widespread and not contingent upon demographic differences.

Furthermore, non-compulsory attendance and uncertainties in assessment processes during the pandemic and earthquake periods further exacerbated anxiety. These conditions may be associated with lower motivation, perceived learning losses, and increased uncertainty among teacher candidates [72–74]. Overall, the findings indicate that anxiety is primarily shaped by process-related and environmental factors rather than individual differences.

Moreover, concerns regarding non-appointment appear to be more pronounced among students in state universities [75], and teacher candidates generally experience uncertainty about their professional future [20, 76]. This is further supported by recent evidence indicating that academic, social, and contextual factors are significant determinants of anxiety among university students [77]. Similarly, recent international research indicates that uncertainty about future employment is a significant predictor of anxiety among university students [78–81]. These findings highlight the need for educational institutions and policymakers to strengthen distance education practices and develop comprehensive support systems addressing both academic and psychological needs [25, 29, 75, 82].

To strengthen the integration of the findings, quantitative and qualitative results were compared side by side. While quantitative findings indicated no significant differences across demographic variables, qualitative findings consistently revealed that participants experienced anxiety due to contextual and process-related factors. This convergence suggests that appointment anxiety is not primarily driven by individual characteristics but is more strongly associated with structural conditions. In this sense, qualitative findings provide explanatory depth to the quantitative results, particularly in understanding why demographic variables did not emerge as significant predictors. This approach reflects a connecting integration strategy within the explanatory sequential design.

Overall, the findings suggest that appointment anxiety may be more closely associated with structural and contextual factors within the educational process than with demographic variables. In particular, limitations of distance education, insufficient practical training, and uncertainties in assessment processes may negatively influence perceptions of professional competence and may be associated with heightened anxiety.

In conclusion, this study offers a comprehensive understanding of appointment anxiety through the integration of quantitative and qualitative findings.

In addition, the study relied on a convenience sample based on voluntary participation, which may limit the representativeness of the sample and the generalizability of the findings.

Furthermore, as the data were collected through self-report measures, participants’ responses may be subject to bias and may not fully reflect their actual experiences. In addition, the cross-sectional design of the study limits the ability to establish causal relationships. The findings are also limited to the specific geographical context in which the study was conducted and may not be generalizable to different settings. Moreover, the regression model included a limited set of variables, and other relevant factors that may influence appointment anxiety were not examined.

Based on these findings, the study offers important practical implications for teacher education and educational policy. It is recommended that contingency plans be developed for practical courses in future crisis situations, including supplementary face-to-face or hybrid practice sessions, structured participation requirements, and alternative assessment strategies. In addition, enhancing the interactivity of online learning environments and establishing more transparent and standardized assessment systems may help reduce uncertainty and anxiety among teacher candidates. Providing continuous academic, psychological support services, and career guidance programs may further assist teacher candidates in coping with appointment-related concerns. Strengthening the adaptability and quality of distance education systems is therefore essential for supporting teacher candidates’ professional development and well-being.

Abbreviations

AAS

Assignment Anxiety Scale

SPSS

Statistical Package for the Social Sciences

Authors’ contributions

Declaration of the Researchers' Contribution Rate: Sabah, S and Öztürk, O: Research Design—Sabah, S: Statistical Analysis—Sabah, S and Öztürk, O: Preparation of the Manuscript. The data collection was carried out by Sabah, S and Öztürk, O. All authors have read and approved the final draft.

Funding

No funding was received.

Data availability

The data used and/or analyzed in the study are available from the corresponding author upon reasonable request.

Declarations

Ethics approval and consent to participate

The study was conducted in accordance with the Declaration of Helsinki. Ethical approval was obtained from the Amasya University Social Sciences Ethics Committee (Decision No: 108.01–127099). Participation was voluntary, and all participants were informed of their right to withdraw from the study at any time without consequence. All data were collected and analyzed anonymously to ensure the privacy and confidentiality of participants. The datasets generated and/or analyzed during the current study are available from the corresponding author upon reasonable request and subject to appropriate ethical approval.

Competing interests

The authors declare no competing interests.