Abstract
The purpose of this research is to investigate pre-service social studies teachers’ global social responsibility levels from national, action-oriented, altruistic, and ecological aspects by considering gender, course year, academic success level, membership of a non-governmental organization, and where they lived before attending university. The author applied the descriptive survey model for this study in order to investigate pre-service social studies teachers’ global social responsibility level. Participants of the study were selected through cluster random sampling from public universities in the Marmara, Aegean, and Central Anatolia regions of Turkey. The sample of the study consisted of 463 pre-service social studies teachers enrolled at either Afyon Kocatepe University, Usak University, Anadolu University, or Istanbul University. In order to analyze the data, one-way variance analysis (ANOVA), multiple comparison test (Post-Hoc) and independent samples t-test were used. The results indicated that there was no significant difference on participants’ global social responsibility level by considering gender and course year. However, the results showed that pre-service social studies teachers who are members of any non-profit organization have higher levels of action-oriented responsibility, ecologic responsibility, and altruistic responsibility, than those who are not. Moreover, pre-service social studies teachers who lived in middle-sized city prior to attending university have more global social responsibility than those who lived in a village.
Highlights
One of the typical characteristics of post-industrial society is to act by considering a very large mass rather than personal interests and desire to feel responsibility in this way (Adizes & Weston, 1973)
The sample of the study consisted of 463 pre-service social studies teachers enrolled at Afyon Kocatepe University, Usak University, Anadolu University, or Istanbul University
An independent sample t-test was conducted in order to evaluate whether or not there was a difference between male and female pre-service social studies teachers’ global social responsibility level (Action Oriented Responsibility, Ecologic Responsibility, Altruistic Responsibility, National Responsibility)
Summary
One of the typical characteristics of post-industrial society is to act by considering a very large mass rather than personal interests and desire to feel responsibility in this way (Adizes & Weston, 1973) Problems such as the increase of new technologies, environmental problems, ignoring of the poor and the old elderly, and an increase of violence and aggression among young people brings the concept of responsibility into question and remarks that this concept is a critical characteristic for the survival of contemporary democratic structures (Bierhoff & Auhagen, 2003). Since responsibility moved beyond a narrow scope and is considered a social context in a wider circle; in addition to its respective meaning, some changes have occurred in the morale of the concept of responsibility.
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