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

ABSTRACTThe 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.KEYWORDS: Social entrepreneurshipself-efficacycareer adaptabilitypre-service teachers Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsFayrouz Ramadan ElwakilFayrouz Ramadan Elwakil is a Lecturer at the Department of Foundations of Education at the College of Education, Tanta University (Egypt). She obtained her Ph.D. in educational planning from the University of Tanta. She is a recipient of the award for the best doctoral dissertation from Tanta University in 2019. Her research interests include teaching and teacher education research.