Identify the entrepreneurial teacher's mentality about factors related to the promotion of entrepreneurship culture in schools
The present research seeks to answer the following questions: what factors affect the promotion of entrepreneurial culture in second high schools of Tabriz City? What is the entrepreneurial mentality about the factors creating entrepreneurial culture? And what is the significance of each of them? In this regard, the Q-methodology (a mixed-methods of qualitative-quantitative approaches) and exploratory research method were employed; first, to prepare Q items, participants were selected from among the teachers from the second high schools or entrepreneurs who somehow were connected with the schools. It was tried that interviews be conducted with participants who have different and practical ideas and mentalities about the entrepreneurial culture in schools. Reviewing theoretical literature; conducting interviews with eleven entrepreneurs, experts and experts; reviewing bulletins and school publications; and reviewing the documents, films, cartoons, paintings and essays related to the subject, were used to compile Q items. The number of the participants depended on the saturation of Q items. In this research, after the 9th interview, the saturation of Q items were obtained, and the interviews of the tenth and eleventh were also conducted to ensure the validity of the items. Then, in order to sort the Q for second high school teachers in active entrepreneurship in Tabriz, their number was estimated to be around 260 individuals, from among whom 152 individuals were selected via the purposive sampling method. by entrepreneur teachers, this research means those who have been educated in entrepreneurship, teach entrepreneurship, have completed entrepreneurial courses, created new businesses, selected as entrepreneurs, patented their own patents, or worked in knowledge-based companies. In the implementation of the research, the initial data on the participants (entrepreneur teachers) were obtained and recorded. Data such as age, gender, years of service, field of study and education. In response to this question, what are the factors affecting the promotion of entrepreneurship culture in secondary schools in the second theoretical part of Tabriz city?, it should be clarified that 65 factors derived from the evaluation of the discourse space of the research were obtained as follows: assignment-oriented assessment, parent-sponsored partnership with students, launch of the weekend start-up competition in schools, student participation in solving school problems, offering apprenticeships for students in the field of study, team-building training in schools, having a library of new business books, prioritizing funding for research activities in schools, creating centers for growth in schools, familiarizing students with important organizations and institutions of the country such as the labor office, the autonomy and independence of schools in attracting, employing, rewarding and making decisions, school interaction with the social, economic, production and service environment, giving freedom to act in the content of learning and autonomy of students, teaching managers, experts, teachers and students to change and development, the formation of a number of education and entrepreneurship experts for designing systematic schools programs, attractive and creative physical atmosphere of the school, emphasizing educational content on self-esteem, creativity and innovation, the fitting of educational content to the needs of the students day, paying attention to the individual differences of students in the teaching process, crating think tanks in schools, organizing school-based school malls, identifying entrepreneurship opportunities in schools, identifying the threats of entrepreneurship in schools, providing incentive mechanisms for teachers and students, promoting scholarly and exploratory camps in schools, from school ownership, identifying drawbacks and failures of schools with the help of students, offering entrepreneurship courses in all disciplines, providing workshops for students' parents to institutionalize entrepreneurial beliefs, valuing different creativity and thought, students’ freedom in selecting disciplines, private sector support from schools, providing entrepreneurship units at cultural universities, using documentaries, holding exhibitions, festivals, and publishing journals of entrepreneurship in schools, introducing and using different curriculum resources, designing entrepreneurship training courses in high schools, flexibility in schools-inspired rules, research-based propositions, creative and pragmatic curriculum, informing students about out-of-school opportunities, familiarizing students with labor market problems in their city, using active teaching models, using cyberspace and the presentation of teachers' and school staff proposals to promote entrepreneurship, emphasizing the student problem solving process in the teaching process, development and advancement of human resources, recruitment of job and career entrepreneur counselors, the increased risk-taking opportunities for teachers and students, the participation of students in the teaching process Providing student self-taught classes, teaching brain training, developing case studies about successful businesses, emphasizing the self-assessment of managers, teachers and students, using day-training technology, E-learning and web-based learning, accountability and responsibility in schools, participatory management, continuous improvement and continuation of educational content, increasing the collective spirit of managers, teachers and students, emphasizing the quality of teaching, learning methods, teaching-learning activities and processes, monitoring and continuous evaluation of school activities, promoting teamwork culture and networking in schools, paying attention to entrepreneurs' teachers in the promotion and ranking of teachers, increasing facilities and resources available to teachers and students, providing diverse and stimulating entertainment for students, paying attention to personal differences in evaluation of flexible and dynamic structure of schools. After the participants were asked to prioritize Q cards, which were composed of statements, on a scale of -5 to +5, according to their research and beliefs and their current feelings. The subject of the research and the question was prepared in writing with all the conditions, as well as a summary of the stages of the work, and was made available to the contributor. The interval cards with numbers from -5 to +5 on them were arranged on a table for the participants who sort them based on the significance of the items inserted on the Q cards. To create validity in the research, Q items were submitted to a number of expert professors and participants to be reviewed. After collecting their comments and removing ambiguities about statements, Q options were finalized. In order to determine the reliability of the Cronbach's alpha coefficient, the SPSS statistical software calculated it as 0.89, indicating that the Q sort has the required reliability and reliability. According to research findings, eight different perspectives on the promotion of entrepreneurial culture in schools were obtained. These views indicate that the promotion of entrepreneurial culture in schools is affected by factors such as the creation of entrepreneurial infrastructure, development of practical training, improvement of school resources and facilities, empowerment of human actors, teacher-centered management, acceptance of differences, communication with society and industry, and creative education and curriculum.