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

Yıl 2017, Cilt , Sayı 12, 95 - 115, 25.07.2017

Öz

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.   

Kaynakça

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  • Aileen Boluk, K., & Mottiar, Z. (2014). Motivations of social entrepreneurs: Blurring the social contribution and profits dichotomy. Social Enterprise Journal, 10(1), 53-68.
  • Akar, H. & Aydın, S.(2015). The predictive level of social entrepreneurship characteristics of the personality traits of preservice teachers. The Journal Of Academic Social Science,3(12), 425-436
  • Aldrich, H. (1999). Organizations evolving. London, Sage Publications.
  • Alford, S.H., Brown, L.D., & Letts, C.W. (2004). Social entrepreneurship: Leadership that facilitates societal transformation. Working Paper, Center for Public Leadership, John F. Kennedy School of Government.
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  • Baron, R. A., Mueller, B. A., & Wolfe, M. T. (2016). Self-efficacy and entrepreneurs’ adoption of unattainable goals: The restraining effects of self-control. Journal of Business Venturing, 31(1), 55-71
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  • Carr, J. C., & Sequeira, J. M. (2007). Prior family business exposure as intergenerational influence and entrepreneurial intent: A theory of planned behavior approach. Journal of Business Research, 60(10), 1090-1098.
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  • Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology, 3(2), 110-126.
  • Çalık, T., & Sezgin, F. (2005). Globalization, information society, and education. Kastamonu Educational Journal, 13(1): 55-66.
  • Çermik, F., & Şahin, İ. F. (2015). Investigation of social entrepreneurship characteristics of pre-service social studies teachers in terms of various variables. Current Research in Education, 1(2), 76-88.
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  • Forgas, J. P. (1989). Mood effects on decision making strategies. Australian Journal of Psychology, 41(2), 197-214.
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Yıl 2017, Cilt , Sayı 12, 95 - 115, 25.07.2017

Öz

Kaynakça

  • Ahmadpor Dariani, M. (2005). Entrepreneurship: Ddefinitions, Theories and Models. Tehran: Pardis Publications.
  • Aileen Boluk, K., & Mottiar, Z. (2014). Motivations of social entrepreneurs: Blurring the social contribution and profits dichotomy. Social Enterprise Journal, 10(1), 53-68.
  • Akar, H. & Aydın, S.(2015). The predictive level of social entrepreneurship characteristics of the personality traits of preservice teachers. The Journal Of Academic Social Science,3(12), 425-436
  • Aldrich, H. (1999). Organizations evolving. London, Sage Publications.
  • Alford, S.H., Brown, L.D., & Letts, C.W. (2004). Social entrepreneurship: Leadership that facilitates societal transformation. Working Paper, Center for Public Leadership, John F. Kennedy School of Government.
  • Argon, T. & Selvi, Ç. (2013). The relationship between entrepreneurship values of primary school teachers and their perceived social support levels. International Journal Of Social Science, 6(1): 179-206
  • Ashkanasy, N. M.,& Daus, C. S. (2005). Rumors of the death of emotional intelligence in organizational behavior are vastly exaggerated. Journal of Organizational Behavior, 26(4), 441-452.
  • Austin, J., Stevenson, H., & Wei-Skillern, J. (2006). Social and commercial entrepreneurship: same, different, or both? Entrepreneurship Theory and Practice, 30(1), 1-22.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and company.
  • Baron R. (2008). The role of affect in the entrepreneurial process. Academy of Management Review, 33(2): 328–40
  • Bar-On, R. (1997). The emotional intelligence inventory (EQ-I): Technical manual. Toronto, Multi-Health Systems.
  • Baron, R. A., Mueller, B. A., & Wolfe, M. T. (2016). Self-efficacy and entrepreneurs’ adoption of unattainable goals: The restraining effects of self-control. Journal of Business Venturing, 31(1), 55-71
  • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173.
  • Bednarzik, R. W. (2000). The role of entrepreneurship in US and European job growth. Monthly Lab. Rev., 123, 3.
  • Boyd, N. G., & Vozikis, G. S. (1994). The influence of self-efficacy on the development of entrepreneurial intentions and actions. Entrepreneurship Theory and Practice, 18, 63-63.
  • Carmeli, A. (2003). The relationship between emotional intelligence and work attitudes, behavior and outcomes: An examination among senior managers. Journal of Managerial Psychology, 18(8), 788-813.
  • Carr, J. C., & Sequeira, J. M. (2007). Prior family business exposure as intergenerational influence and entrepreneurial intent: A theory of planned behavior approach. Journal of Business Research, 60(10), 1090-1098.
  • Chell, E., & Baines, S. (2000). Networking, entrepreneurship and microbusiness behaviour. Entrepreneurship & Regional Development, 12(3), 195-215.
  • Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology, 3(2), 110-126.
  • Çalık, T., & Sezgin, F. (2005). Globalization, information society, and education. Kastamonu Educational Journal, 13(1): 55-66.
  • Çermik, F., & Şahin, İ. F. (2015). Investigation of social entrepreneurship characteristics of pre-service social studies teachers in terms of various variables. Current Research in Education, 1(2), 76-88.
  • Davis, P. E., & Peake, W. O. (2014). The influence of political skill and emotional intelligence on student entrepreneurial intentions: An empirical analysis. Small Business Institute Journal, 10(2), 19.
  • Dees, J.G. (1998). The meaning of “social entrepreneurship.” Comments and suggestions contributed from the Social Entrepreneurship Founders Working Group. Durham, NC: Center for the Advancement of Social Entrepreneurship, Fuqua School of Business, Duke University. [Online] Available: http://faculty.fuqua.duke.edu/centers/case/files/dees-SE.pdf.
  • Deniz, M. E., Özer, E., & Işık, E. (2013). Trait emotional intelligence questionnaire–short form: Validity and reliability studies. Education and Science, 38(169).
  • Deniz, M., Tras, Z., & Aydogan, D. (2009). An investigation of academic procrastination, locus of control, and emotional intelligence. Educational Sciences: Theory and Practice, 9(2), 623-632.
  • Drayton, B. (2002). The citizen sector: Becoming as entrepreneurial and competitive as business, California Management Review, 44 (3), 120–132.
  • Drucker, P. (1985). The discipline of innovation. Harvard Business Review. May-June-67-72. Duchesneau, D. A., & Gartner, W. B. (1990). A profile of new venture success and failure in an emerging industry. Journal of Business Venturing, 5(5), 297-312.
  • Duren, J. & Niemen, G. (2005). Entrepreneurship Education and Training: A Model for Syllabi/ Curriculum Development, Cambridge University Press.
  • Foo, M. D., Elfenbein, H. A., Tan, H. H., & Aik, V. C. (2004). Emotional intelligence and negotiation: The tension between creating and claiming value. International Journal of Conflict Management, 15(411-429).
  • Forgas, J. P. (1989). Mood effects on decision making strategies. Australian Journal of Psychology, 41(2), 197-214.
  • Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
  • George, J. M., & Zhou, J. (2007). Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50(3), 605-622.
  • Goleman, D. (1995). Educational Intelligence: Why it can matter than IQ. London, Bloomsbury.
  • Gürol, A., Özercan, M. G., & Yalçın, H. (2010). A comparative analysis of pre-service teachers’ perceptions of self efficacy and emotional intelligence. Procedia-Social and Behavioral Sciences, 2(2), 3246-3251.
  • Halper, L. R., & Vancouver, J. B. (2016). Self-efficacy’s influence on persistence on a physical task: Moderating effect of performance feedback ambiguity. Psychology of Sport and Exercise, 22, 170-177
  • Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408-420.
  • Heath, C., & Tversky, A. (1991). Preference and belief: Ambiguity and competence in choice under uncertainty. Journal of Risk and Uncertainty, 4(1), 5-28.
  • Hisrich, R., Langan-Fox, J., & Grant, S. (2007). Entrepreneurship research and practice: a call to action for psychology. American Psychologist, 62(6), 575.
  • Jamshidi, H., Pool, J., & Khoshkorodi, M. P. (2012). Analyzing direct and indirect impacts of emotional intelligence on employees' self-efficacy using the SEM: A case study at the University of Isfahan. Journal of Basic and Applied Scientific Research, 2(9), 9710-9716.
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Ayrıntılar

Bölüm Makaleler
Yazarlar

Hüseyin AKAR


Mehmet ÜSTÜNER

Yayımlanma Tarihi 25 Temmuz 2017
Başvuru Tarihi 4 Ağustos 2017
Kabul Tarihi
Yayınlandığı Sayı Yıl 2017, Cilt , Sayı 12

Kaynak Göster

Bibtex @araştırma makalesi { jef332821, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2017}, number = {12}, pages = {95 - 115}, title = {Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü}, key = {cite}, author = {Akar, Hüseyin and Üstüner, Mehmet} }
APA Akar, H. & Üstüner, M. (2017). Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü . Journal of Education and Future , (12) , 95-115 . Retrieved from https://dergipark.org.tr/tr/pub/jef/issue/30777/332821
MLA Akar, H. , Üstüner, M. "Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü" . Journal of Education and Future (2017 ): 95-115 <https://dergipark.org.tr/tr/pub/jef/issue/30777/332821>
Chicago Akar, H. , Üstüner, M. "Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü". Journal of Education and Future (2017 ): 95-115
RIS TY - JOUR T1 - Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü AU - Hüseyin Akar , Mehmet Üstüner Y1 - 2017 PY - 2017 N1 - DO - T2 - Journal of Education and Future JF - Journal JO - JOR SP - 95 EP - 115 VL - IS - 12 SN - 2146-8249- M3 - UR - Y2 - 2022 ER -
EndNote %0 Journal of Education and Future Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü %A Hüseyin Akar , Mehmet Üstüner %T Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü %D 2017 %J Journal of Education and Future %P 2146-8249- %V %N 12 %R %U
ISNAD Akar, Hüseyin , Üstüner, Mehmet . "Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü". Journal of Education and Future / 12 (Temmuz 2017): 95-115 .
AMA Akar H. , Üstüner M. Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü. JEF. 2017; (12): 95-115.
Vancouver Akar H. , Üstüner M. Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü. Journal of Education and Future. 2017; (12): 95-115.
IEEE H. Akar ve M. Üstüner , "Öğretmen Adaylarının Duygusal Zekâ ve Sosyal Girişimcilik Özellikleri Arasındaki İlişkide Öz Yeterlik Algılarının Aracılık Rolü", Journal of Education and Future, sayı. 12, ss. 95-115, Tem. 2017
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