MODEL OF PREDICTING ENTREPRENEURIAL INTENTIONS AMONG TEACHERS

Abstract

This research explores the impact of individual and educational factors on the entrepreneurial intentions of primary school teachers in Serbia, analysing a sample of 706 participants. The study utilizes the Entrepreneurial Propensity Questionnaire and the Entrepreneurial Intentions Questionnaire to assess constructs like self-confidence, need for achievement, need for independence, and locus of control. Through robust statistical methods, including Principal Component Analysis, Confirmatory Factor Analysis, and Structural Equation Modelling, the research identifies critical factors influencing entrepreneurial intentions and validates the model's fit and construct validity. The findings reveal a significant positive influence of entrepreneurial education, self-confidence, and the need for independence on entrepreneurial intentions. Notably, entrepreneurial education emerges as a substantial predictor, highlighting its role in nurturing entrepreneurial mindsets. Conversely, the need for achievement exhibits an unexpected negative correlation with entrepreneurial intentions among teachers, suggesting a distinctive career orientation within this demographic. The study underscores the importance of integrating entrepreneurial components into teacher education, advocating for curricular reforms that foster entrepreneurial competencies. This approach aligns with the evolving educational demands, aiming to cultivate not just knowledge conveyors but also innovators and change agents in the educational landscape. In conclusion, the research contributes to the broader understanding of factors shaping entrepreneurial intentions, offering valuable insights for curriculum developers, policymakers, and educational institutions. It emphasizes the significance of entrepreneurial education in empowering teachers to inspire and instil entrepreneurial spirit in the next generation, thereby enriching the educational ecosystem.