Assessing Non-University Teachers’ Self-Perception of Entrepreneurial Competence: A Study of the Teachers of the Sagrada Familia Foundation in Spain

Abstract

Different studies highlight the importance of developing entrepreneurial competence (EC) from the earliest educational levels, as well as during the teacher training stages, as they are considered to be facilitating and transforming agents in the integral development of students. The purpose of this research is to analyse the self-perceived level of knowledge and implementation of EC among active teachers from non-university centres managed by the Sagrada Familia Foundation, Spain. After designing a questionnaire based, among others sources, on EntreComp and EntreCompEdu frameworks, an expert judgement was carried out. A total of 326 participants answered the questionnaire. The result show that more than 70% of respondents had not heard about EntreComp and EntreCompEdu; more than 50% had no knowledge of entrepreneurial education (EE); and the respondents as a whole stand out in terms of perseverance, motivation, autonomy, decision-making and teamwork; only 14–18% of respondents plan subjects that pay attention to ECs. Moreover, almost 50% of respondents state that they use participatory learning methodologies, while only 13% believe that when evaluating pupils’ performance, it is necessary to support sharing achievements and progress with internal and external agents; only a further 15% involve students in the assessment process. We must advocate and work for the development of ‘teacherpreneurs’, and start developing EC in all stages of teacher training.

Keywords

• EntreComp
• EntreCompEdu
• entrepreneurship education
• entrepreneurial competencies
• teacher education