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Using simple random sampling, 101 teachers from 25 rural schools completed a questionnaire, and data were analysed with SPSS using descriptive statistics. Two factors—teachers’ attitudes within school contexts and entrepreneurship education challenges—were examined. Reliability showed Cronbach alpha of 0.90 and a KMO of 0.805 (p \u003C 0.05). Findings indicate training deficits as a key implementation challenge and high perceived relevance.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-attitudes-and-challenges-towards-the-implementation-of-entrepreneurship-education-in-limpopo-primary-and-high-schools/580734/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-attitudes-and-challenges-towards-the-implementation-of-entrepreneurship-education-in-limpopo-primary-and-high-schools/580734.png","ImageObject",300,407,{"name":92,"@type":93},"Riley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To investigate teachers’ attitudes and challenges toward implementing entrepreneurship education in Limpopo primary and high schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers selected and what method was used to analyse responses?",{"text":117,"@type":113},"Simple random sampling selected 101 teachers from 25 rural schools, and SPSS with descriptive statistics was used to analyse questionnaire data.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main implementation challenges reported by teachers?",{"text":121,"@type":113},"Most teachers reported lack of training as the primary challenge related to implementing entrepreneurship education.",{"name":123,"@type":110,"acceptedAnswer":124},"What does the study recommend for entrepreneurship education in basic education?",{"text":125,"@type":113},"It proposes implementing entrepreneurship as a standalone subject within the basic education curriculum, supported by adequate financial and physical resources.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},580734,1792209101,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051","South African Journal of Education, Volume 45, Number 1, February 2025 1  \nArt. \\#2029, 14 pages, [https://doi.org/10.15700/saje.v45n1a2029](https://doi.org/10.15700/saje.v45n1a2029)  \nTeachers’ attitudes and challenges towards the implementation of entrepreneurship education in Limpopo primary and high schools  \nSamuel Ntsanwisi  and Sibongile Simelane-Mnisi   \nDepartment of Educational Foundation, Faculty of Humanities, Tshwane University of Technology, Pretoria, South Africa [mnisis1@tut.ac.za](mnisis1@tut.ac.za)  \nWith this study we aimed to investigate teachers’ attitudes and challenges towards the implementation of entrepreneurial education in South African primary and high schools in the Mopani district of the Nkowankowa circuit in the Limpopo province. Simple, random sampling was used to select 101 teachers from 25 rural schools. The quantitative method was employed to investigate teachers’ attitudes and challenges towards the implementation of entrepreneurial education. A questionnaire was used to collect data on the teachers’ attitude towards entrepreneurship education. In this article, 2 factors – teachers’ attitudes towards entrepreneurship education and entrepreneurship education challenges within school constructs – are discussed. The statistical package for the social sciences (SPSS), with the aid of descriptive statistics, was used to analyse the data. The Cronbach alpha scores for all internal consistency scales were 0.90. The reliability test indicates that 0.80 and above is more reliable, and 0.90 offers the best scores. Face validity was established by determining the factor structure of the instrument. Concerning Bartlett ’s test of sphericity, the Kaiser-Meyer-Olkin (KMO) was found to be 0.805, and it was statistically significant (p \u003C 0.05) . Literature reports that KMO values between 0.7 and 1 indicate that the sampling is adequate. The results show that 96% of teachers felt that the challenge with regard to the implementation of entrepreneurial education was a lack of training. The results disclose that the majority of teachers (93.1%) indicated that entrepreneurship education was relevant in schools. Based on these findings, we propose that entrepreneurship should be implemented as a standalone subject within the basic education curriculum. In support of this vision, financial and physical resources are a vital propellant in achieving this trajectory.  \nKeywords: challenges; curriculum; entrepreneurship education; high schools; primary schools; teachers’ attitudes  \nIntroduction  \nThe rationale for this study was the premise that South Africa has a high youth unemployment rate. The unemployment rate of young people aged between 15 and 34 years was 38.2% in 2018 (Statistics South Africa, 2017, 2018), and increased dramatically to 60.8% in 2024 (Trading Economics, 2024) . Subsequently, youth unemployment was declared a national crisis calling for urgent attention (Lebakeng & Matebese-Notshulwana, 2024) . Entrepreneurship has been promoted to become a liberator to unemployment (Muogbo Uju & JohnAkamelu, 2018; Tošović -Stevanović & Jovancai Stakić, 2024) and previous studies have called for its inclusion in the basic education curriculum (Malope, 2017; Pukkinen, Hytti, Heinonen & Stenholm, 2024) . Although entrepreneurship education has been implemented in South African schools (North, 2002) it has not yet yielded the desired entrepreneurial effect for South African youth (Bodibe, 2016) .  \nMorakinyo and Akinsola (2019) define entrepreneurship as the individual’s ability to convert ideas into action, including planning to achieve goals, innovation, creativity and risk-taking. Leffler (2020) argues that entrepreneurship is one of the main competences for lifelong learning. We define an entrepreneur as someone who creates jobs to contribute to economic growth, adding innovation as an important aspect. This implies that entrepreneurship is promoted as the key to economic growth , subsequently combating unemp","cbCaistvZ4be7zlF","https://ap.wps.com/l/cbCaistvZ4be7zlF","pdf",443527,14,"English","# Introduction\n## Rationale and background\n## Entrepreneurship education within curricula\n## Teachers’ role and attitude formation\n# Literature Review\n## Attitudes in entrepreneurship education research\n## Linking attitudes to successful implementation\n# Research Design and Data Analysis\n## Sampling and questionnaire\n## Statistical procedures and reliability\n# Findings and Implications\n## Key challenges and perceived relevance\n## Proposal for standalone implementation","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate teachers’ attitudes and challenges toward implementing entrepreneurship education in Limpopo primary and high schools.\"},{\"question\":\"How were teachers selected and what method was used to analyse responses?\",\"answer\":\"Simple random sampling selected 101 teachers from 25 rural schools, and SPSS with descriptive statistics was used to analyse questionnaire data.\"},{\"question\":\"What were the main implementation challenges reported by teachers?\",\"answer\":\"Most teachers reported lack of training as the primary challenge related to implementing entrepreneurship education.\"},{\"question\":\"What does the study recommend for entrepreneurship education in basic education?\",\"answer\":\"It proposes implementing entrepreneurship as a standalone subject within the basic education curriculum, supported by adequate financial and physical resources.\"}]","Teachers’ attitudes and challenges towards the implementation of entrepreneurship education in Limpopo primary and high schools | PDF",1792038189,35]