The Entrepreneurial Behaviour of Efl Teachers in the New Elt Era And Their Professional Commitment

With the emergence of modern career opportunities, entrepreneurship has become a recurring key term in organizational settings, in which the language teaching profession has been no exception. however, few studies have focused on the nature of entrepreneurial behavior and its link with other organizational qualities such as commitment among efl teachers. in an effort to fill this gap, the present study investigated the relationship between iranian english teachers’ entrepreneurship and organizational commitment by means of two questionnaires adapted from literature. data were collected from 124 male and female english teachers in tehran. the results of pearson correlations revealed that although no significant relationship was identifiable between the two variables in general, an interesting connection was found between their subscales. particularly, affective commitment to the occupation proved to be significantly correlated with the total scale of entrepreneurship (r = .35) and all its subscales, including opportunity recognition (r = .36), taking initiative (r = .19), and risk management (r = .22). on the other hand, normative commitment to the organization showed significant but negative correlation with taking initiative as a subscale of entrepreneurship (r = -.19). all in all, these findings suggested that teachers with a positive attitude towards their career, who feel emotionally attached to the teaching profession, generally tend to demonstrate higher entrepreneurial capacities while those with strong feelings of normative commitment to their employing institutes were less likely to take initiatives in creating business opportunities. the results of the present study offer relatable implications to administrators, supervisors, teacher trainers, and those teachers who are looking forward to promote their entrepreneurial skills.

The Entrepreneurial Behaviour of EFL Teachers in the New ELT Era and Their Professional Commitment

With the emergence of modern career opportunities, entrepreneurship has become a recurring key term in organizational settings, in which the language teaching profession has been no exception. However, few studies have focused on the nature of entrepreneurial behavior and its link with other organizational qualities such as commitment among EFL teachers. In an effort to fill this gap, the present study investigated the relationship between Iranian English teachers’ entrepreneurship and organizational commitment by means of two questionnaires adapted from literature. Data were collected from 124 male and female English teachers in Tehran. The results of Pearson correlations revealed that although no significant relationship was identifiable between the two variables in general, an interesting connection was found between their subscales. Particularly, Affective Commitment to the Occupation proved to be significantly correlated with the total scale of entrepreneurship (r = .35) and all its subscales, including Opportunity Recognition (r = .36), Taking Initiative (r = .19), and Risk Management (r = .22). On the other hand, Normative Commitment to the Organization showed significant but negative correlation with Taking Initiative as a subscale of entrepreneurship (r = -.19). All in all, these findings suggested that teachers with a positive attitude towards their career, who feel emotionally attached to the teaching profession, generally tend to demonstrate higher entrepreneurial capacities while those with strong feelings of normative commitment to their employing institutes were less likely to take initiatives in creating business opportunities. The results of the present study offer relatable implications to administrators, supervisors, teacher trainers, and those teachers who are looking forward to promote their entrepreneurial skills.