Social entrepreneurship and career adaptability: the mediating effect of pre-service teachers’ self-efficacy

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.