Assessment of the Relationships between Prospective Mathematics Teachers’ Classroom Management Anxiety, Academic Self-Efficacy Beliefs, Academic Amotivation and Attitudes toward the Teaching Profession Using Structural Equation Modelling

Academic self-efficacy, academic amotivation, attitude toward the teaching profession, and classroom management anxiety are four of most significant factors for both teacher training performance because these psychological behavioral constructs first developed during initial training, reflect on actual quality teachers. Therefore, investigation into their development relationships, particularly with regard to prospective teachers, is theory practice teaching. Hence, current study aims explore casual relationships between variables a sample mathematics using structural equation modelling (SEM). The participants were selected simple random sampling method from teachers studying at educational faculties seven universities in different regions Turkey. data collected amotivation scale, self-efficacy profession personal information form by researchers. Data obtained 581 analyzed path analysis. findings showed that had positive eager teach. Their predicted profession. Similarly, teachers’ correlated negatively amotivation. In other words, as scores increased, decreased. However, high level anxiety. Interestingly, experienced higher levels mostly supported previous results literature. Implications suggested