Teachers’ attitudes and challenges towards the implementation of entrepreneurship education in Limpopo primary and high schools

Abstract

With this study we aimed to investigate teachers’ attitudes and challenges towards the implementation of entrepreneurial education in  South African primary and high schools in the Mopani district of the Nkowankowa circuit in the Limpopo province. Simple, random  sampling was used to select 101 teachers from 25 rural schools. The quantitative method was employed to investigate teachers’ attitudes  and challenges towards the implementation of entrepreneurial education. A questionnaire was used to collect data on the  teachers’ attitude towards entrepreneurship education. In this article, 2 factors – teachers’ attitudes towards entrepreneurship education  and entrepreneurship education challenges within school constructs – are discussed. The statistical package for the social  sciences (SPSS), with the aid of descriptive statistics, was used to analyse the data. The Cronbach alpha scores for all internal consistency  scales were 0.90. The reliability test indicates that 0.80 and above is more reliable, and 0.90 offers the best scores. Face validity was  established by determining the factor structure of the instrument. Concerning Bartlett’s test of sphericity, the Kaiser-Meyer-Olkin (KMO)  was found to be 0.805, and it was statistically significant (p < 0.05). Literature reports that KMO values between 0.7 and 1 indicate that the sampling is adequate. The results show that 96% of teachers felt that the challenge with regard to the implementation of entrepreneurial  education was a lack of training. The results disclose that the majority of teachers (93.1%) indicated that entrepreneurship education was  relevant in schools. Based on these findings, we propose that entrepreneurship should be implemented as a standalone subject within  the basic education curriculum. In support of this vision, financial and physical resources are a vital propellant in achieving this trajectory.