Abstract
The aim of the research is to find out that how they evaluate level of entrepreneurship and what sort of individual and environmental problems during they improve their sufficiency of entrepreneurship. The qualitative research’s study group is composed of 20 principals in center of Kocaeli in 2014-2015 years. Inverse sampling technical is used. The data is collected semi-structured interview. The data is analyzed by descriptive analysis. One of the results is that the most of school principals who have got high level of entrepreneurship (f=7) utter their entrepreneurship’s level link to such as diversity, innovation, activity and performance. Half of the school principals who have got low level of entrepreneurship utter their level link to lag behind with developing world. Principals who have high level of entrepreneurship (f=5) have problems about over responsibilities of individual life during improving their sufficiency of entrepreneurship. As well as, the principals have problems such as lack of communication and motivation. In view of environmental conditions, all of participants have problems about improving their sufficiency of entrepreneurship such as work ethic and value conflict and different beliefs, bureaucracy and resource copetition. In parallel with the results, there are various suggestions.
Highlights
The education staffs have two power as interior and exterior power to start a work and carry out the work
To find out how school principals evaluate level of entrepreneurship and what sort of individual and environmental problems during they improve their sufficiency of entrepreneurship may give clues to form as learning, independent, creative and innovator schools
The aim of the research is to find out that how they evaluate level of entrepreneurship and what sort of individual and environmental problems during they improve their sufficiency of entrepreneurship
Summary
The education staffs have two power as interior and exterior power to start a work and carry out the work. The means of interior power is that comprise of physical and environmental factors and the means of interior power is that comprise of spiritual and persons’ belief about self-reliance and self-efficacy. It is a expected case that teachers and principals have powers both interior and exterior power. It may not be possible that these powers don’t merge because of differences in workplace environment, relationships or their personal life. If exterior powers are more than interior power, the quality of education may be affected negatively. If interior powers are more than exterior power and interior power ensure the exterior powers’ refreshment, the quality of education may be a better level than the before. Entrepreneurship can be qualified as one of interior powers that have importance. Entrepreneurs who see opportunities that others can’t see and go into production the idea and they are to provide added value for society (Yıldırım, 2013:25)
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