Özet:

The aim of this study is to determine the level of self-leadership behaviors of pre-service social studies teachers. In this direction, it was tried to determine the self-leadership levels of the students in Çanakkale Onsekiz Mart University, Faculty of Education, Department of Social Studies Education, by applying a questionnaire, which is one of the quantitative methods. In this study where the survey model was used. The survey application planned to be made on 200 students was completed with 165 students. The findings obtained as a result of the research completed with a participation rate of 82.5 %, it has been revealed that the sub-dimension of imagining successful performance by setting goals only for oneself has a positive and significant relationship with other dimensions. It is seen in the conclusion section self-talk (r=0.66; p<0.05), evaluating thoughts and ideas (r=0.62; p<0.05), self-observation (r=0.75; p<0.05), setting reminders (r=0.45; p<0.05), self-punishment (r=0.73; p<0.05), self-rewarding (r=0.57; p<0.05), and focusing thoughts with natural rewards (r=0.47; p<0.05). Due to results there is a positive relationship between theese indicators. With this study, it has been shown that there is a need to increase the number of studies that will improve pre-service teachers' self-leadership levels.

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