EDUCATIONAL PROCESS: INTERNATIONAL JOURNAL

Educational Proce: International Journal ISSN 2147 0901 (Print) Journal homepage: www.edupij.com EDUCATIONAL PROCESS: INTERNATIONAL JOURNAL EDUPIJ / VOLUME 4 / ISSUE 1-2 / SPRING-SUMMER~FALL-WINTER / 2015 Invetigating Pre-ervice Social Studie Teacher Global Social Reponibility Level Eni Harun Baer and Emin Kilinc To cite thi article: Baer, H. B., & Kilinc, E. (2015). Invetigating Pre-ervice Social Studie Teacher Global Social Reponibility Level. Educational Proce: International Journal, 4 (1-2), 45-55. To link to thi article: http://dx.doi.org/10.12973/edupij.2015.412.4 Eni Harun Baer, Dumlupinar Univerity, Turkey. (e-mail: eniharun.baer@dpu.edu.tr) Emin Kilinc, Dumlupinar Univerity, Turkey. (e-mail: emin.kilinc@dpu.edu.tr)

EDUPIJ / VOLUME 4 / ISSUE 1 2 / 2015 / pp. 45 55. Invetigating Pre-ervice Social Studie Teacher Global Social Reponibility Level ENIS HARUN BASER and EMIN KILINC Abtract The purpoe of thi reearch i to invetigate pre-ervice ocial tudie teacher global ocial reponibility level from national, action-oriented, altruitic, and ecological apect by conidering gender, coure year, academic ucce level, memberhip of a non-governmental organization, and where they lived before attending univerity. The author applied the decriptive urvey model for thi tudy in order to invetigate preervice ocial tudie teacher global ocial reponibility level. Participant of the tudy were elected through cluter random ampling from public univeritie in the Marmara, Aegean, and Central Anatolia region of Turkey. The ample of the tudy conited of 463 pre-ervice ocial tudie teacher enrolled at either Afyon Kocatepe Univerity, Uak Univerity, Anadolu Univerity, or Itanbul Univerity. In order to analyze the data, one-way variance analyi (ANOVA), multiple comparion tet (Pot- Hoc) and independent ample t-tet were ued. The reult indicated that there wa no ignificant difference on participant global ocial reponibility level by conidering gender and coure year. However, the reult howed that pre-ervice ocial tudie teacher who are member of any non-profit organization have higher level of action-oriented reponibility, ecologic reponibility, and altruitic reponibility, than thoe who are not. Moreover, pre-ervice ocial tudie teacher who lived in middle-ized city prior to attending univerity have more global ocial reponibility than thoe who lived in a village. Keyword: global ocial reponibility, pre-ervice teacher, reponibility. DOI: 10.12973/edupij.2015.412.4......... EDUPIJ / ISSN 2147 0901 2015 Copyright 2015 by ÜNİVERSİTEPARK Limited edupij.com

ENIS HARUN BASER and EMIN KILINC 46 Introduction One of the typical characteritic of pot-indutrial ociety i to act by conidering a very large ma rather than peronal interet and deire to feel reponibility in thi way (Adize & Weton, 1973). Problem uch a the increae of new technologie, environmental problem, ignoring of the poor and the old elderly, and an increae of violence and aggreion among young people bring the concept of reponibility into quetion and remark that thi concept i a critical characteritic for the urvival of contemporary democratic tructure (Bierhoff & Auhagen, 2003). At thi point it i important to note the ignificance of the reponibility phenomenon. Reponibility i a ocial phenomenon from many tandpoint (Bierhoff & Auhagen, 2003). Reponibility i defined a the active ide of morality, an individual care about both himelf and other, fulfillment of hi tak and obligation, hi attendance to ocial proce and hi effort toward a better world (Kaya & Dogan, 2014). Nowaday, it i een that behavior of the individual influence not only the mall group with whom he interact, but alo influence the mae. Moreover, when conidering modern method of communication, individual can now alo reach people in faraway countrie and have an influence upon them. In thi context, the conenu about reponibility i that the cope of reponibility i enlarging (Ahford, 2003). Since reponibility moved beyond a narrow cope and i now conidered a ocial context in a wider circle; in addition to it repective meaning, ome change have occurred in the morale of the concept of reponibility. Thi lead u to the concept of ocial reponibility. According to Berman (1990), ocial reponibility i peronal invetment in the welfare of other people and for the benefit of the planet. Harri, Lang, Yate, & Kruck (2011) tated that a field related to ocial reponibility deal mainly with a ene of paive reponibility. Paive reponibility i baed on an ideology that individual and intitution generally have moral obligation to behave in a manner that doe not harm ociety. They alo tated that thi reponibility toward ociety i not only paive, but alo active, with individual and intitution engaged in ocially beneficial activitie. A a behavior model and ocial attitude, ocial reponibility refer to the perception of good citizen within the ociety that they live (Kilinc, 2014; Starret, 1996); that i, an individual who obey the rule, live repectful to the environment of hi country, and act in thi way with the ame level of enitivity (Kilinc & Dere, 2013; Sarikaya & Kara, 2007). A oon a the influence of globalization increaed, ocial reponibility which i motly conidered in it national context, tarted alo to be conidered in a global context (Starret, 1996). Global ocial reponibility i a concept which link individual ocial reponibilitie in a global context (Nakamura & Watanabe-Muraoka, 2006). In thi age, in which terrorim, racim, poverty, environmental corruption, and unprecedented other event are regularly een, tudent need to learn how to be a global citizen (Bli, 2005, Kilinc & Korkmaz, 2015). Education ha a crucial role on canalizing globalization for the benefit of ociety and humanity, preventing negative effect and popularizing poitive effect (Balay, 2004). Peronal and ocial reponibility education include encouraging tudent cognitive development in the context of moral cognition (Swaner, 2005). According to Obert (2009), ocial reponibility can be learned and taught through experiencing it. To raie individual to act for the benefit of ociety, ocial reponibility hould be practically taught according to

ENIS HARUN BASER and EMIN KILINC 47 learning concept. It i a phenomenon including not only a cognitive proce, but i motly an emotional proce. The people who go through both cognitive and emotional procee and are educated about ocial reponibility, learn to be more uceptive to the world around them (Merrigan, 2014). From Mitton and Harri (1954) tudy, it i undertood that reponibility education i an important part of a child education, with tak arranged according to the child abilitie. In oberving reponibility education, the ene of ocial reponibility in adulthood i imply a continuation of the ene of reponibility which ha been learned in childhood. Globalization alo change the content, manner of treatment and tructure of education. Thee day, tudent encounter global iue more often. Thi make the teacher, who generally have high level of awarene and information about global iue, important for the education of 21 t century tudent. The teaching paradigm need to change in order to meet the changing global condition and the demand and need ariing from that. Teacher who adopt globalization hould provide tudent with the neceary ability, kill and information (Richardon, 2012). Within the cope of ocial benefit, the truggle againt wrongful behavior by children i a complex tak which require upport during a child ocial reponibility education (Obert, 2009). Thi tak i more related to parent and teacher in fact. Thi undertaking i carried out in a ytematic, planned and controlled way by teacher in chool. To improve individual during childhood in the field of ocial reponibility, teacher firt need to be at a certain level themelve. Thu, the purpoe of thi tudy i to dicu reponibility in a global context and examine pre-ervice ocial tudie teacher global ocial reponibility level by conidering everal variable. Methodology The author applied the decriptive urvey model for thi tudy in order to invetigate pre-ervice ocial tudie teacher global ocial reponibility level. Survey model i an efficient method for ytematically collecting data from a broad pectrum of individual and educational etting (Fraenkel & Wallen, 2003). It i alo concerned with aeing attitude, opinion, reference, demographic, practice, and procedure (Gay, Mill, & Airaian, 2006). The target population for thi tudy i pre-ervice ocial tudie teacher enrolled at college of education at public univeritie in Turkey. There are 75 of thee college of education pread acro Turkey. Becaue the target population of the tudy i very large and pread over a wide geographical area, the author decided to ue ampling for their reearch. Cluter random ampling wa applied in order to elect participant, which i convenient when the population i very large or pread out geographically (Gay et al., 2006). The participant of the tudy were elected through cluter random ampling from public univeritie in the Turkih region of Marmara, Aegean, and Anatolia. The ample of the tudy conited of 463 pre-ervice ocial tudie teacher enrolled at Afyon Kocatepe Univerity, Uak Univerity, Anadolu Univerity, or Itanbul Univerity. Table 1 how demographic information about participant.

ENIS HARUN BASER and EMIN KILINC 48 Table 1. Profile of the participant Demographic Information Frequency Percentage Gender Coure Year Female 259 55.9 Male 204 44.1 Total 463 100.0 1 t year 79 17.1 2 nd year 158 34.1 3 rd year 118 25.5 4 th year 108 23.3 Total 463 100.0 The Global Social Reponibility Scale, which wa developed by the author, wa ued to collect data. The cale ha four dimenion: Action Oriented Reponibility, Ecologic Reponibility, Altruitic Reponibility, and National Reponibility. A five point Likert-type cale (1-Strongly Diagree, 2-Diagree, 3-Neither Agree Nor Diagree, 4-Agree, 5-Strongly Agree) wa ued to identify the level of participation for each item. Reliability coefficient of the cale are hown in Table 2. Table 2. Global Social Reponibility Scale reliability indice by dimenion Dimenion Cronbach Alpha (α) Action Oriented Reponibility.88 Ecologic Reponibility.74 Altruitic Reponibility.77 National Reponibility.73 Total.89 The data wa analyzed through decriptive analyi, independent ample, and one-way analyi of variance (ANOVA) uing the SPSS v.20 tatitical oftware program. α= 0.05 ignificance level wa taken a the bai for ignificance tet between group. Finding The following finding emerged from thi tudy on pre-ervice ocial tudie teacher global ocial reponibility level. An independent ample t-tet wa conducted in order to evaluate whether or not there wa a difference between male and female pre-ervice ocial tudie teacher global ocial reponibility level (Action Oriented Reponibility, Ecologic Reponibility, Altruitic Reponibility, National Reponibility). The tet wa not ignificant and there were no difference found between gender on Action Oriented Reponibility (t (461) =.345, p>0.05), Ecologic Reponibility (t (461) =1.342, p>0.05), Altruitic Reponibility (t (461) =1.773, p>0.05), or National Reponibility level (t (461) =.357, p>0.05).

ENIS HARUN BASER and EMIN KILINC 49 Table 3. Reult of t-tet on Participant Global Social Reponibility Level Baed on Gender Dimenion Gender N X SD Df T p Action Oriented Female 259 44.2124 7.10097 Reponibility Male 204 43.9804 7.30204 461.345.731 Ecologic Reponibility Female 259 21.5792 2.93015 Male 204 21.1912 3.27669 461 1.342.180 Altruitic Reponibility Female 259 29.5174 4.09039 Male 204 28.8088 4.48838 461 1.773.077 National Reponibility Female 259 19.8069 4.60803 Male 204 19.6471 5.00472 461.357.721 One-way analyi of variance (ANOVA) wa conducted to evaluate the relationhip between coure year and global ocial reponibility level. The independent variable, Coure Year included four level: 1 t year, 2 nd year, 3 rd year, and 4 th year, which reflect the 4-year coure length of mot bachelor degree in Turkey. The ANOVA were not ignificant (Table 4). There were no ignificant difference found between coure year on action oriented reponibility (F (3-459) =1.190, p>0.05), ecologic reponibility (F (3-459) =1.380, p>0.05), altruitic reponibility (F (3-459) =.558, p>0.05), or national reponibility (F (3-459) =2.278, p>0.05). Table 4. ANOVA Table about Participant Global Social Reponibility Level Baed On Coure Year Dimenion Source SS df MS F p Action Oriented Reponibility Ecologic Reponibility Altruitic Reponibility National Reponibility Between Group 184.037 3 61.346 1.190.313 Within Group 23655.345 459 51.537 Total 23839.382 462 Between Group 39.435 3 13.145 1.380.248 Within Group 4372.414 459 9.526 Total 4411.849 462 Between Group 32.409 3 10.803.558.623 Within Group 8431.098 459 18.368 Total 8463.508 462 Between Group 154.999 3 51.666 2.278.079 Within Group 10410.854 459 22.682 Total 10565.853 462 An independent ample t-tet wa conducted in order to evaluate the hypothei that participant global ocial reponibility level are high if they are member of a non-profit organization. The tet were found to be ignificant for action oriented reponibility (t (461) =6.143; p<.05), ecologic reponibility (t (461) =3.775; p<.05), and altruitic reponibility (t (461) =2.909; p<.05). Pre-ervice ocial tudie teacher who are member of a non-profit organization have higher level of action oriented reponibility (M=47.71, SD=6.12) than thoe who are not member (M=43.02, SD=7.13). Alo, pre-ervice ocial tudie teacher who are member of a non-profit organization have higher level of ecologic reponibility (M=22.38, SD=2.69) than thoe who are not member (M=21.11, SD=3.14). Moreover, preervice ocial tudie teacher who are member of a non-profit organization have higher level of altruitic reponibility (M=30.25, SD=3.97) than thoe who are not member (M=28.89, SD=4.32). The effect ize calculated for action oriented reponibility (d=.70) wa

ENIS HARUN BASER and EMIN KILINC 50 high, ecologic reponibility (d=.43) wa moderate, and altruitic reponibility (d=.32) wa low (Cohen, 1992). Table 5. Reult of t-tet on Participant Global Social Reponibility Level Baed on Nonprofit Organization (NPO) Memberhip Dimenion NPO N X SD df t p d Action Oriented Ye 107 47.7103 6.12605 461 6.143.000 Reponibility No 356 43.0281 7.13210.70 Ecologic Reponibility Ye 107 22.3832 2.69747 461 3.775.000 No 356 21.1152 3.14364.43 Altruitic Reponibility Ye 107 30.2523 3.97419 461 2.909.004 No 356 28.8904 4.32377.32 National Reponibility Ye 107 20.4393 4.98522 461 1.737.263 No 356 19.5253 4.70624 A one-way analyi of variance (ANOVA) wa conducted to evaluate the relationhip between tudent location (where they motly lived before attending univerity) and their global ocial reponibility level. The independent variable included ix level: village, town, mall city (population 10,000-100,000), middle ize city (population 100,000-500,000), big city (population 500,000-1,000,000), and metropoli (population above 1,000,000). The dependent variable i the level of global ocial reponibility. The ANOVA wa ignificant for action oriented reponibility (F (5-455) =2.906, p<.05). The trength of relationhip between the location where tudent motly lived and action oriented reponibility, a aeed by η2, wa moderate. Follow up tet were conducted to evaluate pairwie difference among the mean value. According to Sidak tet, pre-ervice ocial tudie teacher who lived in middle ize citie have more global ocial reponibility than thoe who lived in village. There are no other ignificant difference. Table 6. ANOVA Table about Participant Global Social Reponibility Level Baed On Coure Year and Student Location Where They Motly Lived Dimenion (reponibility) Action Oriented Ecologic Source SS df MS F p Diff. η 2 Between Group 730.861 5 146.172 2.91.014 Within Group 22884.14 455 50.295 Total 23615.00 460 Between Group 56.936 5 11.387 1.22.300 Within Group 4259.581 455 9.362 Total 4316.516 460 Village- Middle Size Town.030

ENIS HARUN BASER and EMIN KILINC 51 Dimenion (reponibility) Altruitic National Source SS df MS F p Diff. η 2 Between Group 173.561 5 34.712 1.92.090 Within Group 8230.178 455 18.088 Total 8403.740 460 Between Group 242.187 5 48.437 2.14.060 Within Group 10320.09 455 22.682 Total 10562.28 460 One-way analyi of variance (ANOVA) wa conducted to evaluate the relationhip between participant grade point average and global ocial reponibility level. The ANOVA were not ignificant (Table 7). There were no ignificant difference between GPA on action oriented reponibility (F (3-340) =2.090, p>0.05), ecologic reponibility (F (3-340) =.534, p>0.05), altruitic reponibility (F (3-340) =1.314, p>0.05) or national reponibility (F (3-340) =.490, p>0.05). Table 7. ANOVA Table about Participant Global Social Reponibility Level Baed On GPA Dimenion Source SS df MS F p Between Group 334.278 3 111.426 2.090.101 Action Oriented Within Group 18125.882 340 53.311 Reponibility Total 18460.160 343 Between Group 14.896 3 4.965.534.659 Ecologic Reponibility Within Group 3160.869 340 9.297 Total 3175.765 343 Between Group 70.464 3 23.488 1.314.270 Altruitic Reponibility Within Group 6078.533 340 17.878 Total 6148.997 343 Between Group 34.347 3 11.449.490.690 National Reponibility Within Group 7946.673 340 23.373 Total 7981.020 343 Concluion and Dicuion When conidering the finding of thi reearch, it i een that although there i a difference on behalf of female pre-ervice ocial tudie teacher ocial reponibility level (action-directed reponibility, ecological reponibility, altruit reponibility and national reponibility), no ignificant tatitical difference wa found. According to thi reult, it can be aid that pre-ervice ocial tudie teacher adopt reponibility phenomenon at the ame level according to the variable of gender. In Ozen (2009) reearch with 8 th grade tudent, there were no ignificant difference and it upport thi information reached a a

ENIS HARUN BASER and EMIN KILINC 52 reult of the reearch. However, in another reearch, Berkowitz and Lutterman (1968) found ignificant difference on behalf of female on ocial reponibility level by gender variable. In hi reearch, Akba (2004) found that the factor of gender affect tudent reponibility behavior and concluded that female tudent who are ubjected to reearch are more aware of their reponibilitie than male tudent. A imilar reult wa alo found in Abdi Golzar reearch (2006); a ignificant difference wa een on 5 th grade tudent point average of reponibility level on behalf of female. In hi reearch with econdary education teacher, Ercan (2009) alo demontrated that the opinion about how ocial reponibility i important are different on behalf of female according to gender. In Tayli (2013) reearch, it i aerted that gender i a determinant on reponibility. Altunay and Yalcinkaya (2011) found ignificant difference on behalf of female in the context of preervice teacher opinion about univeral value. When conidering the reearch reult found in the literature, the factor of gender (on behalf of female) affect individual ocial reponibility level. Another reult of the reearch how that there i no ignificant difference between preervice ocial tudie teacher global ocial reponibility level in all point according to the variable of cla level. Cla variety make no difference, which may indicate that the clae taken have no effect on global ocial reponibility. No ignificant difference could be found on attendance to the cla of community ervice practice or academic ucce level to upport thi finding. In their eay, however, Reaon, Ryder, & Kee (2013) found that continuing education through to univerity ha a poitive effect on the development of reponibility. A a conequence of thi reearch, no ignificant difference could be found for preervice ocial tudie teacher global ocial reponibility level for national reponibility according to memberhip of a non-governmental organization, but a ignificant difference wa found for thoe with memberhip of a non-governmental organization in term of action-directed reponibility, ecological reponibility and altruit reponibility. Ercan (2009) alo reached a imilar reult and found that econdary education teacher opinion about the level of importance and practice of ocial reponibility baed on nongovernmental organization memberhip tatitically differ for thoe who are member. In thi context, it can be aid that being a member of non-governmental organization ha a poitive effect on pre-ervice ocial tudie teacher global ocial reponibility level. In the literature, Altunay and Yalcinkaya (2011) tudied pre-ervice teacher opinion about univeral and hedonitic value according to the location where they mot lived, but found no ignificant difference. Contrary to their finding, in thi reearch, a ignificant difference wa found on pre-ervice ocial tudie teacher global ocial reponibility level in term of action-directed reponibility baed on the population ize of the location where they lived before attending univerity. Accordingly, the higher the population, the higher the pre-ervice ocial tudie teacher global ocial reponibility level were found to be. According to academic ucce level, which wa another variable in the reearch, it wa determined that for pre-ervice ocial tudie teacher, there wa no difference for any of the global ocial reponibility level. In hi reearch with 5 th grade tudent, Abdi Golzar (2006) reached a reult that i the total oppoite to the reult of thi current tudy, with difference between reponibility level found according to academic ucce. Accordingly, he found that the point average of thoe tudent having high academic ucce are higher

ENIS HARUN BASER and EMIN KILINC 53 than the point average of tudent with low academic ucce. It can be interpreted that academic ucce affect reponibility at an early age, but the higher the education level, the more the effect of academic ucce decreae. In Sezer tudy, it wa found that mot teacher he reearched conider textbook a inufficient to teach reponibility value. Thinking of the inufficiency of textbook on teaching the value of reponibility a a factor that may affect ucce, thi alo eem upportive of the reult reached in thi current tudy. In hi reearch, Celik (2010) determined that the mot important factor i family for 5 th grade tudent value of reponibility acquiition, followed by teacher and ocial tudie coure. Yontar (2007) found that tudent think that the method ued by teacher to teach the value of reponibility are effective, but that their effect lat only a hort time. In a much earlier tudy, Mitton and Harri (1954) aerted that reponibility i a part of peronality and that it i poitively related to poitive organization of the family relationhip and academic ucce. From thee reult, it can be undertood that academic ucce affect individual ocial reponibilitie, but it doe not have a long-lating or permanent effect. Note Correponding author: ENIS HARUN BASER Thi tudy wa produced from the mater thei titled Invetigation of Pre-ervice Social Studie Teacher' Global Social Reponibility Level by Conidering Several Variable. Reference Abdi Golzar, F. (2006). Development of a reponibility cale for 5th grade elementary tudent and invetigating the relationhip of reponibility and gender, locu of control, and academic achievement (Unpublihed mater thei). Hacettepe Univerity, Ankara. Adize, I., & Weton, J. F. (1973). Comparative model of ocial reponibility. Academy of Management Journal, 16(1), 112-128. Akba, O. (2004). Evaluation of the degree of reaching of affective goal at the elementary level in Turkih national education ytem (Unpublihed diertation). Gazi Univerity, Ankara. Altunay, E., & Yalcinkaya, M. (2011). Examining teacher candidate view about value in knowledge ociety by ome variable. Educational Adminitration: Theory and Practice, 17(1), 5-28. Ahford, E. (2003). Individual reponibility and global conequence. Philoophical Book, 44(2), 100-110. Balay, R. (2004). Globalization, information ociety and education. Ankara Univerity, Journal of Faculty of Educational Science, 37(2), 61-82. Berkowitz, L., & Lutterman, K. G. (1968). The traditional ocially reponible peronality. The Public Opinion Quarterly, 32(2), 169-185. Berman, S. (1990). Educating for ocial reponibility. Educational Leaderhip, 48(3), 75-80.

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