Investigation of pre-service social studies teachers' global social responsibility level according to several variables

This research investigates which of the following variables has an effect on the social studies pre-service teachers' global social responsibility levels: a) gender; b) grade; c) academic achievements; d) parents' education level; e) parents' occupation; f) family income; g) civil society organization membership; h) enrollment in a community service practices course; i) population of pre-college residence. The research was designed in survey model, one of the quantitative methods of research. The population of this study consists of the pre-service social studies. The sample of this study consists of 463 pre-service social studies from four different education faculties of different universities in the 2014-2015 academic year. The participants were selected through cluster random sampling among state universities in the regions of Aegean, Central Anatolia and Marmara in Turkey. Two instruments were developed and administered to pre-service social studies: "A Demographic Information Form" to collect personal data, and "The Global Social Responsibility Scale" to measure global social responsibility levels of the participants. Data were analyzed by one-way (ANOVA), multiple comparison test (Post-Hoc) and independent sample t-test techniques. Results revealed no significant differences in the global social responsibility levels of the participants according to gender, grade, academic achievement level, parents' occupation, father education level, family income and enrollment in a community service practices course. On the other hand, global social responsibility level significantly affected by membership of civil society organizations, mother education level and the population level of the previous residing place before attending to college.