Abstract

The purpose of the research was to study pre-service teachers on social responsibility and self-efficacy through service learning. The mixed methodology included two major procedures (i) the actual use of a developed service learning instructional model by means of action research principles and qualitative research and (ii) the study into the pre-service teacher on social responsibility and self-efficacy by means of quantitative research and quantitative research. The findings revealed that the pre-service teachers had after score of social responsibility and self-efficacy higher than those before learning through service learning.

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