Investigating employment anxiety among pre-service Chinese teachers in Taiwan, China: influencing factors and implications

In the context of the global importance of the Chinese language and the post -pandemic employment difficulties, this research delves into the employment anxiety of pre - service Chinese teachers in Taiwan, China, examining its influencing factors and implicationsit. It employs questionnaire surveys ( N = 241) and interviews ( N = 16) to analyze variables such as self - perception, psychological constitution, external impacts, and manifestations of anxiety. Statistical analysis reveals significant correlations. Employment anxiety is positively correlated with neuroticism and career planning, and negatively correlated with self - regulation and family income. Group disparities are identified: students from public schools exhibit higher levels of self -perception anxiety, female students display stronger psychological constitution anxiety, and students from middle - income families report the highest anxiety levels. The key influencing factors include relevant internship experience (which mitigates anxiety), language proficiency (students proficient in English and a minority language show the lowest anxiety), and low policy awareness (only 26.14% are familiar with industry policies). The combined explanatory power of self - perception, psychological constitution, and external impacts on anxiety amounts to 75.25%.This study underscores the significance of psychological resilience and career guidance in alleviating anxiety. The implications suggest strengthening pre - service teacher training by providing targeted psychological support, practical career strategies, and policy education to enhance employability in the competitive educational market.