Consecutive vs. Concurrent Teacher Education Models: Exploring the Interplay of Attitude, Anxiety, Readiness, and Commitment

The purpose of this study was twofold: to determine whether teacher candidates in different teacher education models differ significantly with respect to four traits—anxiety, attitude, readiness, and commitment to the teaching profession—and to test a model between these variables. We collected the data for this study from 563 pre-service teachers. We utilized comparative statistical techniques, such as analysis of variance (ANOVA) and structural equation modelling (SEM). The findings of the study indicate that pre-service teachers in the consecutive model have significantly higher scores for attitude, readiness, and significantly lower anxiety scores than pre-service teachers in the concurrent model. The structural equation model indicated negative correlations between attitude and anxiety and between anxiety and both readiness and commitment, while it indicated positive correlations between attitude and both readiness and commitment.