Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü

Abstract

Bu araştırmanın amacı, öğretmen adaylarının duygusal zekâ düzeyi ile sosyal girişimcilik özellikleri arasındaki ilişkide öz yeterlik algılarının aracılık rolünü incelemektir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın katılımcılarını Kilis 7 Aralık Üniversitesi Muallim Rıfat Eğitim Fakültesi’ndeki farklı programlarda öğrenim gören 360 öğretmen adayı oluşturmaktadır. Araştırma verilerinin toplanmasında “Öğretmen adaylarının sosyal girişimcilik ölçeği”, “Öz yeterlik ölçeği” ve “Duygusal zekâ ölçeği” kullanılmıştır. Araştırma verilerinin analizinde betimsel istatistikler, korelasyon analizi ve aracılık etkisini belirmek amacıyla bootstrap yöntemi kullanılmıştır. Araştırma verilerinin analizi sonucunda; öğretmen adaylarının duygusal zekâ düzeyi, öz yeterlik algısı ve sosyal girişimcilik özellikleri arasında pozitif yönde anlamlı ilişkiler olduğu görülmüştür. Ayrıca öğretmen adaylarının duygusal zekâ düzeyi ile sosyal girişimcilik özellikleri arasındaki ilişkide öz yeterlik algısının kısmi aracılık rolüne sahip olduğu sonucu elde edilmiştir. Öğretmen adaylarının kendisinin ve başkalarının duygularını anlama ve yönetme becerisine sahip olması; öz yeterlik algılarını olumlu yönde etkilemekte, öğretmen adayı belirli bir işi yapabilme konusunda kendi bilgi, beceri ve yeteneklerine daha fazla güvenmekte, bu da öğretmen adaylarının herhangi bir karşılık beklemeden toplumsal problemleri çözmeye yönelik kendisini harekete geçiren bazı girişimci özelliklerinin gelişimine olumlu katkı sağlamaktadır. Araştırmada son olarak öğretmen adaylarının duygusal zekâ düzeyi ile öz yeterlik algıları birlikte sosyal girişimcilik özelliklerine ait toplam varyansın % 62’sini açıkladığı görülmüştür. Bu kapsamda toplumsal problemlere duyarlı, bu problemlere sürdürülebilir yenilikçi çözümler bulabilme gayret ve çabası içinde olan, böylece sosyal değer yaratabilen öğretmenlerin yetiştirilmesinde duygusal zekâ ve öz yeterlik algısının önemli iki değişken olduğu söylenebilir. Öğretmen adaylarının duygusal zekâ ve öz yeterlik algılarını dolayısıyla sosyal girişimcilik özelliklerini geliştirmek için topluma hizmet uygulamaları ve toplumsal sorumluluk projesi gibi derslerde zengin yaşantılar geçirmeleri sağlanmalıdır.   

Keywords

• Self-efficacy,emotional intelligence,social entrepreneurship,pre-service teacher

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