The Level of Positive Thinking and Entrepreneurial Skills among Pre-Service Science Teachers in the Light of Some Demographic Variables

            The current study aimed to identify the most important skills of positive thinking and entrepreneurship among pre-service science teachers in the light of some demographic variables (gender - preparation program) in the Red Sea Governorate. It also aimed at investigating the relationship between positive thinking and entrepreneurial skills among pre-service science teachers by verifying a proposed causal model using path analysis on a sample of 250 pre-service science teachers. The participants were randomly selected according to the study variables. Positive thinking and entrepreneurship scales were administered. The results showed that there are no statistically significant differences between most of the mean scores of the research sample on the research instruments as a whole and its dimensions attributed to the gender variable, except for the total score of the thinking and positivity scale with means (172.71 for males, 167.84 for females), and after a preference for innovation with means (56.59 for males, 54.53 for females) favoring males. Additionally, there are statistically significant differences in the positive thinking scale as a whole and its three dimensions (self-confidence, optimism, and intellectual flexibility) in favor of the educational qualification diploma program with arithmetic means (166.61 for the total score, 64.12 for the skill of self-confidence, 63.12 for optimism, 50.30 for intellectual flexibility). At the same time, there are no statistically significant differences between the mean scores of the research sample on the entrepreneurship scale as a whole and its dimensions due to the variable of the preparation program. There are also direct and indirect effects of the independent variables, indicating that the partial regression coefficients of the variables (optimism, intellectual flexibility) contribute to less than 34% of the variance in the value of the dependent variable (entrepreneurship). As for the values ​​of the partial regression coefficients for the rest of the independent variables (i.e., self-confidence), it is omitted from the previous multiple regression equation due to its weak effect in predicting entrepreneurship among science teachers. It was concluded that the most predictors of entrepreneurship, respectively are (intellectual flexibility and optimism). Furthermore, the study provided some recommendations, the most important of which is developing an integrated educational plan to develop positive thinking and entrepreneurship among science teachers, including teacher, academic courses, activities, and learning environment.