The reasons why pre-service teachers choose the teaching profession and the affective experiences they undergo throughout this process form the cornerstone of their professional development. Teacher motivation and teaching anxiety are critically important for the development of professional competencies, especially among pre-service teachers studying in the field of science education. The literature emphasizes that the relationship between teacher motivation and teaching-related anxiety is shaped by both individual and contextual dynamics; however, studies that systematically investigate this relationship, particularly in the context of science education, are quite limited. This study aimed to examine the relationship between teacher motivation and teaching anxiety among pre-service teachers in physics, chemistry, biology, and science education, in terms of gender, grade level, and major.

Motivation was considered as a multidimensional construct, including intrinsic, extrinsic, and altruistic components. Teaching anxiety, on the other hand, was defined as the feelings of concern, inadequacy, and fear of failure related to one’s professional performance.

This study was conducted using a correlational (relational survey) design as a quantitative research method. The data were collected from a total of 271 pre-service teachers studying at a University in the 2024–2025 academic year, including those majoring in physics (n=49), chemistry (n=37), biology (n=13), and science education (n=172). In this study, the FIT-Choice (Factors Influencing Teaching Choice) scale was used to measure motivation, while teaching anxiety was assessed using scales adapted for each major. Additionally, a personal information form was administered to collect demographic data from the participants. The Cronbach’s alpha reliability coefficients were calculated as .92 for motivation and .90 for anxiety. Since the data did not show normal distribution, non-parametric tests (Spearman correlation, Mann-Whitney U, and Kruskal-Wallis H tests) were employed.

According to the findings, pre-service teachers generally exhibited high levels of motivation to become teachers and below-moderate levels of teaching anxiety. A negative and low-level significant relationship was found between motivation and anxiety (ρ = –.284, p < .001). No significant differences were observed in motivation or anxiety levels in terms of gender or major. Regarding grade level, no significant differences were found in motivation, while significant differences were observed in teaching anxiety; the highest levels of anxiety were found among second-year students, and the lowest among fourth-year students.

The results of the study indicate that teaching anxiety may decrease as pre-service teachers gain more practical experience and a stronger sense of professional competence throughout their education. Moreover, while pre-service teachers’ motivation for the teaching profession is strong, this motivation has only a limited effect on their teaching anxiety. Therefore, it is critically important that teacher education programs not only aim to enhance motivation but also include interventions to reduce anxiety and strengthen self-efficacy. In this regard, the professional development processes of pre-service teachers should be addressed holistically, adopting approaches that support both cognitive and affective dimensions.

Keywords: Anxiety, motivation, pre-service teachers.