An examination of pre-service teachers' public speaking attitudes with respect to sportive activity and demographic variables.

INTRODUCTION

Public speaking is a core professional skill for teachers, shaping classroom interaction and instructional effectiveness, yet it is frequently accompanied by anxiety and avoidance. This study examined pre-service teachers' public speaking attitudes in relation to demographic characteristics and participation in sports activities, focusing on enjoyment, perceived importance, and anxiety.

METHOD: A descriptive survey design was used with 464 pre-service teachers (333 female, 131 male) enrolled at the Faculty of Education of Atatürk University during the 2024-2025 academic year. Data were collected using a Personal Information Form and the Public Speaking Attitude Scale (PSAS), adapted into Turkish by Aydoğan and Çelik (2024). All sub-dimensions demonstrated strong reliability (α > 0.80). Independent samples t-tests, one-way ANOVA, and Pearson correlation analyses were conducted.

RESULTS

Male participants reported significantly higher enjoyment of public speaking, whereas female participants exhibited higher anxiety levels. Age showed a small but significant positive association with enjoyment. Family structure was significantly related to anxiety, with students from broken families reporting higher anxiety than those from nuclear or extended families. Participation in sports activities was associated with more favorable public speaking attitudes; students who engaged in sports reported greater enjoyment and lower anxiety compared to non-participants. No significant differences were observed for perceived importance.

CONCLUSION

The findings indicate that public speaking attitudes are shaped by the combined influence of demographic and behavioral factors. In particular, sports participation appears to support the emotional dimensions of public speaking by reducing anxiety and enhancing enjoyment. These results highlight the value of integrating sport-based and socio-emotional practices into teacher education programs to strengthen communicative competence among future teachers.