This study focuses on exam anxiety levels of teacher candidates and the role of exam anxiety in piano education process. The aim of the study is to determine the exam anxiety levels of the music teacher candidates and to reveal the differences in the exam anxiety levels in terms of gender, education grade, high school type graduated, daily piano practice duration, age of starting piano education and piano academic achievement grade. The sample group consisted of 718 music teacher candidates receiving educaion in Music Education Division of Fine Arts Department of Education Faculty of seven universities in Turkey. The data of the study was obtained by a personal information form and Exam Anxiety Inventory, and the data was analyzed by unrelated group t-test, one-way analysis of variance (ANOVA) and Scheffe test. The results of the research showed that the exam anxiety of the music teacher candidates was moderate. In addition, women's exam anxiety was found to be significantly higher than men's exam anxiety. Exam anxiety levels of music teacher candidates did not make a significant difference according to the class they studied, the type of high school they graduated from and the age of starting piano education. Their anxiety levels were statistically different in favor of the music teacher candidates who study piano more than 2 hours a day according to the daily piano practice duration and in favor of the music teacher candidates whose piano academic success grade was AA-BA.
Music education, exam anxiety, piano education, music teacher education.