Abstract
ABSTRACT The present study investigated the role of teacher self-efficacy (TSE) as a mediator on the relationship between social entrepreneurship (SCE) and career adaptability (CA) behaviour. Utilising a cross-sectional survey design, a proposed conceptual model was examined. Data were gathered from 605 pre-service teachers in six different Faculties of Education in the northern, central, and southern big cities of Egypt. Structural equation modelling (SEM) was utilised for analysing the variables’ structural relationships. The findings revealed that SCE appears to contribute to the teachers’ CA directly as well as indirectly via shaping TSE perceptions. These findings are significant for pre-service teacher education because self-efficacy SE, SCE, and CA can be fostered through learning experiences. Before pre-service teachers begin their careers, professional learning activities may be tailored to emphasise SCE and SE to indirectly enhance their CA.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
