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

Year 2017, Issue: 12, 95 - 115, 25.07.2017

Hüseyin Akar Mehmet Üstüner

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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