Exploring the relationship between entrepreneurial behavior and teachers' job satisfaction

Neto, Roque do Carmo Amorim; Rodrigues, Vinícius Picanço; Panzer, Shannon

doi:10.1016/j.tate.2017.01.001

Cited by 43 publications

(24 citation statements)

References 46 publications

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“…Chaudhary and Chaudhary (2017) added that entrepreneurship has been associated with traits like high risk-taking abilities and achievement orientation, and it appears that women cannot see their perceived characteristics in alignment with the traits required for starting an entrepreneurial venture successfully. The same pattern of gender differences, with females reporting lower levels of entrepreneurial behavior, was also found in a recent study with Brazilian teachers (Amorim Neto, Rodrigues, & Panzer, 2017).…”

Section: Introductionsupporting

confidence: 81%

Creative thinking and entrepreneurial behavior among k-12 teachers: a predictive study

Neto¹,

Rodrigues²,

Melendez³

2018

Psico

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This study aimed at investigating the influence of creative thinking on teachers’ entrepreneurial behavior and the demographic characteristics correlated with teachers’ entrepreneurial behavior. Participants were 344 U.S. public school teachers. The mean age was 42.1 (SD = 11.5) and the mean years of teaching experience was 14.6 (SD = 10). Female teachers comprised the larger gender group (n = 250, 73%). The results indicated that age and creative thinking were the only variables showing significant unique contributions to entrepreneurial behavior. These findings highlight the importance of creativity for teachers trying to innovate in the classroom. The results also indicate that accumulated experience allows older teachers to better understand how the different layers of the educational system function. *** Pensamento criativo e comportamento empreendedor entre professores da educação básica: um estudo preditivo ***Este estudo teve como objetivo investigar as influências do pensamento criativo e de características demográficas no comportamento empreendedor de professores do ensino básico e médio. Os participantes foram 344 professores de escolas públicas dos Estados Unidos. A idade média foi de 42,1 (desvio padrão = 11,5) e a média de anos de experiência foi de 14,6 (desvio padrão = 10). Professoras compreendem a maioria da amostra (n = 250, 73%). Os resultados indicaram que a idade e pensamento criativo são as únicas variáveis significativas que contribuem para o comportamento empreendedor em professores. Esses resultados demonstram a importância da criatividade para professores que tentam inovar em sala de aula. Os resultados também mostraram que a experiência acumulada permite aos professores mais velhos entender melhor como as diferentes camadas do sistema educacional funcionam.Palavras-chave: Pensamento criativo; Variáveis demográficas; Comportamento empreendedor; Professores.

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Section: Introductionsupporting

confidence: 81%

Creative thinking and entrepreneurial behavior among k-12 teachers: a predictive study

Neto¹,

Rodrigues²,

Melendez³

2018

Psico

Self Cite

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“…social needs" (Mair & Martı , 2005, p. 3). Teacher entrepreneurs are individuals who are less concerned about material gains (Amorim Neto et al, 2017) and more concerned about achieving positive social change (Sanchez, 2014).…”

Section: Social Value-oriented Teacher Entrepreneursmentioning

confidence: 99%

“…Teacher entrepreneurs have shown to have good theoretical (Dennis & Parker, 2010;Hunzicker, 2017;Martin et al, 2018) and content knowledge of the topics they are teaching such as music (Bell, 2016;Nash, 2014). Experience in teaching has also been mentioned which can lead to better knowledge in both content and teaching methods (Amorim Neto et al, 2017). A "deep knowledge of students, families, and communities" is also part of the teaching and classroom related knowledge teacher entrepreneurs have (Berry, 2013a, p. 310).…”

Section: Social Value-oriented Teacher Entrepreneursmentioning

confidence: 99%

A Systematic Literature Review of Teacher Entrepreneurship

Keyhani

Kim

2020

Entrepreneurship Education and Pedagogy

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Teacher entrepreneurship has received increasing attention over the past 15 years. However, the concept remains underdeveloped and understudied. To fill this gap in the literature, we aim to conceptualize teacher entrepreneurship through a systematic literature review of current scholarly work on the topic. Results of our study provide competencies and traits which are commonly attributed to teacher entrepreneurs, along with actions which they carry out. Teacher entrepreneurs are socially motivated individuals who are innovative, collaborative, proactive, opportunity-minded, present in their work, knowledgeable, dedicated, resourceful, risk tolerant, visionary, and self-improvement oriented. Actions related to these competencies along with more detailed examples from the literature are provided. This systematic conceptualization of teacher entrepreneurship could potentially create a scholarly basis for future work to build on, both in the education and entrepreneurship fields. Interdisciplinary work of this kind may also open doors for these two fields to learn from and contribute to each other. Results of this study can also facilitate the recognition and support of current teacher entrepreneurs and help pave the way for new entrepreneurs to flourish.

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“…Satisfaction studies are applied to a wide range of fields. Such as academic job satisfaction (Shin and Jung, 2014), university satisfaction (Bowman and Smedley, 2013), career satisfaction (Lounsbury et al, 2012), student satisfaction (Douglas et al, 2015;Wang et al, 2019), and teachers' job satisfaction (Neto et al, 2017). In the field of entrepreneurship, Noorderhaven et al (2004) found that dissatisfaction at the level of societies has a positive and significant influence on self-employment levels.…”

Section: Introductionmentioning

confidence: 99%

Are the Teachers and Students Satisfied: Sustainable Development Mode of Entrepreneurship Education in Chinese Universities?

Huang

Liu

2020

Front. Psychol.

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Entrepreneurship education plays an important role in sustainable development. Chinese governmental agencies are making all-out efforts to promote schoolwide entrepreneurship education from top to bottom to achieve sustainable economic and social development. This is a phenomenon worth studying and summarizing. Improving the satisfaction degree of teachers and students of entrepreneurship education in universities for sustainable development becomes a typical mode of entrepreneurship education in Chinese universities. The data are derived from 12,269 valid questionnaires in student volume and 1,241 valid questionnaires in teacher volume from top universities in China, and regression and variance analyses were applied. The results show that the overall satisfaction of teachers and students is higher than the national average. There are significant differences in the overall satisfaction of different types of teachers and students. Teachers are most satisfied with the organizational leadership measures of the universities in entrepreneurship education and least satisfied with the lack of professional human resource management strategies for entrepreneurship education teachers. Students are most satisfied with entrepreneurship policy and least satisfied with entrepreneurship learning, especially that entrepreneurship theory learning and practice learning are closely combined with students’ majors. The overall satisfaction of students of entrepreneurship education mainly comes from the influence of “entrepreneurship policy dividend,” entrepreneurship learning, and entrepreneurship competition and entrepreneurship practice, which go hand in hand. The overall satisfaction of teachers is most affected by the satisfaction of organizational leadership, followed by the satisfaction of mechanism guarantee and teaching management. This study introduces the sustainable development model of entrepreneurship education in top Chinese universities through the improvement of satisfaction of entrepreneurship education and has certain reference significance for managers and teachers of entrepreneurship education practice in other developing countries.

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Exploring the relationship between entrepreneurial behavior and teachers' job satisfaction

Cited by 43 publications

References 46 publications

Creative thinking and entrepreneurial behavior among k-12 teachers: a predictive study

Creative thinking and entrepreneurial behavior among k-12 teachers: a predictive study

A Systematic Literature Review of Teacher Entrepreneurship

Are the Teachers and Students Satisfied: Sustainable Development Mode of Entrepreneurship Education in Chinese Universities?

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