Akademik Veri Yönetim Sistemi
JOURNAL OF EDUCATION AND FUTURE-EGITIM VE GELECEK DERGISI, sa.12, ss.95-115, 2017 (ESCI)
The purpose of this research is to examine the motivator role of self-efficacy in relationship between pre-service teachers' emotional intelligence levels and social entrepreneurship characteristics. Relational model was used in this study. The participants of the research are 360 pre-service teachers in different programs from Kilis 7 Aralik University Muallim Rifat Faculty of Education. To collect data, "social entrepreneurship scale of pre-service teachers," "Self-efficacy scale" and "emotional intelligence scale" were used. To analyze data, descriptive statistics, correlation analysis and the bootstrap method was used to determine motivator effect. As a result of analysis of the research data, statistically significant relationships with positive correlation were found between self-efficacy, emotional intelligence of pre-service teachers, and social entrepreneurial characteristics. In addition, self-efficacy perception was found to be a partial moderator role between social entrepreneurship characteristics and emotional intelligence level of pre-service teachers. Pre-service teachers understand their own and others' feelings and have the ability to manage. Thus, self-efficacy perceptions are influenced in a positive way, they trust more to their own knowledge, skills and abilities when it comes to a specific task. Therefore, the development of some entrepreneurial characteristics are positively affected towards a social problem to be solved voluntarily. Also emotional intelligence level of pre-service teachers and self-efficacy together explain 62% of the total variance of the characteristics of social entrepreneurship. In this context, in training teachers who are sensitive to social problems, and in an attempt to get sustainable innovative solutions, thereby creating social value, perceptions of self-efficacy and emotional intelligence are to important variables. Community service applications and rich experiences in social responsibility projects to improve emotional intelligence and self-efficacy perception of pre-service teacher are needed.