Examining the relationship between pre-service teachers' global citizenship levels and their English self-efficacy beliefs

This study aims to determine the levels of pre-service teachers' global citizenship and English self-efficacy beliefs and to examine them in terms of demographic variables. It also aims to reveal the relationship between pre-service teachers' global citizenship and English self-efficacy beliefs and to determine the variables predicting global citizenship. The sample of this study, which was designed in descriptive and correlational research model, is 443 pre-service teachers studying at the Faculty of Education of Dicle and Harran Universities. "Global Citizenship Scale" and 'English Related Self-Efficacy Belief Scale' were used as data collection tools in the study. SPSS program was used to analyze the data. Arithmetic mean and standard deviation values were calculated to determine the levels of global citizenship and English self-efficacy beliefs. T-test, One-Way Analysis of Variance, Kruskal-Wallis H and Welch test were used to analyze global citizenship and English self-efficacy beliefs according to gender, age, field and university variables. Pearson Correlation Coefficient was calculated to determine the relationship between global citizenship and English self-efficacy beliefs. In addition, multiple regression analysis was used to determine the variables predicting global citizenship. In the study, it was found that pre-service teachers' global citizenship and English self-efficacy beliefs were generally at a medium level. It was found that there were significant differences in pre-service teachers' global citizenship according to gender and age variables, and in both global citizenship and English self-efficacy beliefs according to field and university variables. In addition, it was found that there was a positive and weakly significant relationship between pre-service teachers' global citizenship and English self-efficacy beliefs. According to the regression analysis, it was found that English self-efficacy beliefs, gender, age, field of study and university variables had a moderate and significant relationship with global citizenship beliefs and together these variables explained approximately 19% of the variance in global citizenship beliefs