Analyzing the dimensions and components of the consequences of entrepreneurship teacher training: A mixed study

Document Type : Research Paper

Authors

• reza Saie mehraban ¹
• Asad Hejazi ²
• Seyyed Rasoul Hosseini ³
• Mohammad Azizi ⁴

¹ Ph.D. candidate Entrepreneurship, Qazvin Branch, Islamic Azad University, Qazvin, Iran.

² Associated Professor, Department of Educational Management, Shahid Chamran Campus, Farhangian University, Tehran, Iran.

³ Associate Professor, Department of Educational Management, Shahid Chamran Campus, Farhangian University, Tehran, Iran.

⁴ Associated Professor, Department of Entrepreneurship Development, University of Tehran, Tehran, Iran

10.30495/jedu.2023.31301.6275

Abstract

Introduction: The aim of the current research was to analyze the dimensions and components of the consequences of training an entrepreneur teacher using a mixed method.
Research methodology: The implementation method of this project is a mixed discovery that qualitatively and quantitatively investigates and identifies the dimensions and components of the consequences of the entrepreneur teacher training in Iran. The statistical population of the qualitative section was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, from whom data related to semi-structured interviews were collected; Then, in a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, the Ministry of Cooperation, Labor and Social Welfare and the Ministry of Education were selected by a random cluster sampling method to collect information related to the research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations.
Findings: The findings of the research showed that the dimensions and components of the consequences of entrepreneurship teacher training in Iran include the entrepreneur teacher (competence and entrepreneurial spirit, teaching skills and specialized skills), the entrepreneurial student (entrepreneurship knowledge and entrepreneurial spirit) and the entrepreneurial school (Entrepreneurial culture, entrepreneurial educational leadership and entrepreneurial structure). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R², Q² and F² measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model.
Conclusion: Therefore, the results of this research can be useful and fruitful in the field of policy making and planning for the implementation of the entrepreneurship development process in teacher education.
 

Keywords

• Consequences
• Entrepreneur teacher training
• Entrepreneur teacher
• Entrepreneur student
• Entrepreneur school

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