Abstract
Objective:
Drawing form the insights of The Social Cognitive Theory, the present study aimed to investigate the role of teachers through their creative disposition in the formation of students’ entrepreneurial intentions.
Method:
In order to obtain a better understanding of the relationship among variables of interest, quantitative approach was employed by collecting data from 305 students studying in 14 universities in the capital territory of Pakistan through a weblink questionnaire as well through physically administered questionnaires. SPSS was used to test the theoretical model.
Findings:
Findings of the study suggest that teachers’ creativity in the form of its three dimensions positively yet moderately impacts the entrepreneurial intentions of students. These results are indicative of the fact that teachers bear the responsibility to develop and enhance the entrepreneurial intentions of their students through their own creativity and teaching competence. In doing so, they can also contribute to the knowledge, values and related competencies of the students.
Significance of the study:
Economies around the globe, even the developed and developing economies are facing downsizing, job shortages and ever rising unemployment levels which is putting pressure on the educational systems to train and educate youth in producing jobs rather than seeking jobs. Assessing the entrepreneurial intentions of students is of considerable importance because of its impact on the unemployment and teachers can play a crucial role in promoting students’ creativity thinking abilities, their entrepreneurial intention and subsequent activities and behavior related to entrepreneurship.