Global Citizenship and English Self-Efficacy among Pre-Service Teachers: A Descriptive and Relational Study

This study aims to determine pre-service teachers’ levels of global citizenship and English self-efficacy beliefs and to examine them in terms of demographic variables. In addition, it aims to reveal the relationship between pre-service teachers’ levels of global citizenship and their English self-efficacy beliefs and to identify the variables predicting global citizenship. The study was conducted using a descriptive and relational research design. The participants consisted of 443 pre-service teachers enrolled in various departments of two faculties of education. In the analysis of the data, comparison tests were used to determine differences among groups, Pearson correlation analysis was employed to examine the relationships between variables, and multiple regression analysis was conducted to determine the predictive power of the independent variables. The findings revealed that pre-service teachers’ levels of global citizenship and English self-efficacy beliefs were generally at a moderate level. Significant differences were identified in some dimensions of global citizenship according to gender and age variables. In addition, significant differences were found in some dimensions of global citizenship and English self-efficacy belief according to field of study and university variables. Furthermore, a positive and low-level significant relationship was found between pre-service teachers’ levels of global citizenship and their English self-efficacy beliefs. According to the regression analysis, English self-efficacy belief, gender, age, field of study, and university variables collectively demonstrated a moderate and significant relationship with global citizenship, and these variables together explained approximately 19% of the variance in global citizenship. The findings reveal a positive relationship between pre-service teachers’ levels of global citizenship and their English self-efficacy beliefs and highlight the importance of holistic teacher education approaches aimed at simultaneously developing global perspectives and English language proficiency.