Teacher Perceptions on School Administrators' Entrepreneurship Skills

Autor/in	Polat, Hakan
Titel	Teacher Perceptions on School Administrators' Entrepreneurship Skills
Quelle	In: Journal of Education and Practice, 8 (2017) 12, S.90-101 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Teacher Attitudes; Administrators; Entrepreneurship; School Administration; Age Differences; Gender Differences; Institutional Characteristics; Tenure; Achievement Need; Ambiguity (Context); Self Esteem; Innovation; Risk; Locus of Control; Elementary School Teachers; Secondary School Teachers; Educational Attainment; Foreign Countries; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Unternehmungsgeist; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Amtszeit; Beschäftigungsdauer; Self-esteem; Selbstaufmerksamkeit; Risiko; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsabschluss; Bildungsgut; Ausland; Statistische Analyse; Türkei
Abstract	The purpose of this study is to determine school administrators' entrepreneurship skills according to teacher opinions. The general screening model was used in the study. 227 teachers working in the province of Elazig constituted the sample of the study. The data were collected through the "Entrepreneurship Scale". According to the study findings, teachers stated the entrepreneurship skills of school administrators; at "I Agree" level for "Need for Achievement", "Self-Confidence" and "Internal Locus of Control" dimensions, at "I am Uncertain" level for the "Tolerance of Ambiguity", "Innovativeness" and "Risk-Taking Propensity" dimensions. With regards to the entrepreneurship skills of school administrators, no differences among the sub-dimensions were detected concerning the type of duty and type of school variables. While there were significant differences among all the sub-dimensions except for "Tolerance of Ambiguity" for the professional duration in the school variable, no differences were detected for the gender, age and educational status variable. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01