Entrepreneurship Teacher Training; Transformational Strategies for Teacher Training in Iran

The aim of the current research was to investigate transformational strategies for teacher training in Iran. The method of carrying out this research was a mixed exploratory one that qualitatively and quantitatively examined the strategies of entrepreneurship teacher training in Iran. The statistical sample of the qualitative part was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, who were selected by targeted Judgemental sampling and data related to semi-structured interviews were collected from them; Then, a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, Ministry of Cooperation, Labor and Social Welfare and Ministry of Education were selected by random cluster sampling method to collect information related to research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations. The research tool included a researcher-made questionnaire derived from the codes obtained from the interview. Cronbach's alpha coefficient and the combined reliability of all research variables were above 0.7, which indicated the reliability of the questionnaire. The research findings showed that the components of entrepreneurial teacher training strategies in Iran include; Evaluation (input assessment, formative evaluation, final evaluation), educational method (traditional method, adaptive method, workshop method, social learning) and educational scenarios (long-term courses, short-term course). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R2, Q2 and F2 measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model. Therefore, entrepreneurship teachers can be the missing link in the entrepreneurship teacher training system to mix management and leadership, rules and regulations, curricula and their delivery methods, human resources of the educational system, interaction with industry and services, etc. Therefore, programs for training and professional empowerment of relevant fields and clarifying duties, monitoring and evaluating its correct performance, as well as continuous improvement of this process should be seriously and practically put on the agenda.