Abstract:

This study was carried out to determine the relationships and differences between teacher self-efficacy and teacher entrepreneurship characteristics of teacher candidates who are studying at Education Faculties. For the purpose of the study, data were collected from the students of two different faculties of education affiliated with Gaziantep University. Correlation analysis performed on the data set showed that there was a positive and statistically significant relationship between teacher candidates' entrepreneurial tendencies and teacher self-efficacy. In addition, the t-test revealed that there were significant differences between the students of Gaziantep Faculty of Education and Nizip Faculty of Education with respect to both entrepreneurship and teacher self-efficacy levels. It was found that the t-test on the gender variable of the prospective teachers differed significantly in terms of entrepreneurial characteristics and teacher self-efficacy in terms of statistically significant difference between men and women. Psychological Counseling and Guidance, Classroom, Social Studies, Mathematics, Turkish and English Language Teaching Departments, which are part of the study, were statistically differentiated statistically in terms of entrepreneurship and teacher self-efficacy. It is possible to think that the motives that improve teacher trainees' entrepreneurship characteristics and the motives that elevate their teacher self-efficacy are the same or similar. This should be considered in the context of curriculum and syllabus design given in the faculties of education of teachers. Thus, it will be possible to educate individuals who are both better trained professionally and who can respond to the needs of the era at a higher level.

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