Pertanika J. Soc. Sci. & Hum. 9(2): 123 - 129 (2001) ISSN: 0128-7702© Universiti Putra Malaysia Press

The Perceived Entrepreneurial Characteristics of Malaysian Living SkillTeachers: Implication for Teacher Preparation Programme

ABD. RAHIM BAKAR, ZAIDATOL AKMALIAH LOPE PIHIE,MOHD. MAJID KONTING 8c GENEVIEVE KLANG ANGKING

Faculty of Educational Studies,Universiti Putra Malaysia,

43400 UPM Serdang, Selangor

Keywords: Entrepreneurial characteristics, Living Skills, teacher education programme

ABSTRAK

Usaha keusahawanan dalam bentuk perniagaan kecil dan baru menjadi satu aspek penting dalampertumbuhan ekonomi sesebuah negara. Mata pelajaran Kemahiran Hidup Bersepadu (KHB)yang mengandungi komponen keusahawanan telah diperkenalkan dalam kurikulum sekolah diMalaysia semenjak tahun 1988, tetapi persoalan timbul sama ada guru yang mengajar komponentersebut mempunyai ciri-ciri keusahawanan yang diperlukan. Satu tinjauan telah dijalankan untukmengkaji ciri keusahawanan guru Kemahiran Hidup Bersepadu (KHB) di sekolah menengah diMalaysia. Dapatan menunjukkan kebanyakan guru yang terlibat dalam kajian ini mempunyaitahap ciri keusahawanan yang sederhana. Guru lelaki mempunyai ciri keusahawanan yang lebihtinggi berbanding guru perempuan. Tidak ada perbezaaan ciri keusahawanan antara guru yangmempunyai tanggungjawab pengajaran yang berbeza. Guru yang mempunyai aspirasi untukmenjadi usahawan mempunyai ciri keusahawanan yang lebih tinggi berbanding guru yang tidakmempunyai aspirasi sedemikian. Adalah dipercayai bahawa semua guru KHB mesti mempunyaiciri-ciri keusahawanan dan ianya boleh dibentuk melalui latihan dalam perkhidmatan, Disyorkansupaya semua program latihan perguruan mempunyai satu kursus 3 kredit dalam bidangpendidikan keusahawanan.

ABSTRACT

Entrepreneurial efforts in the form of small, new businesses have become an important force inthe economic growth of a nation. Living Skills subject (KHB) with an entrepreneurship componentwas introduced in the Malaysian school curriculum since 1988, but a question arise whether theteachers themselves possess the entrepreneurial characteristics needed. A survey was conductedto investigate the levels of the perceived entrepreneurial characteristics of the Integrated LivingSkills teachers (KHB) in Malaysian secondary schools. Findings indicated that a majority of theteachers participated in the study had a moderate level of perceived entrepreneurial characteristics.Male teachers were more entrepreneurial compared to female teachers. The entrepreneurialcharacteristics of teachers with different teaching responsibility did not differ. Teachers whoaspired for entrepreneurship were more entrepreneurial than the teachers who did not have suchan aspiration. It is believed that all KHB teachers should possess the entrepreneurship characteristicsand it can be developed through in-service training. It is suggested that all teacher educationprogramme should have a 3 credit course in entrepreneurship education.

INTRODUCTION business sectors (Shapero 1985). Small

The growing interest of entrepreneurship, businesses are presumed to be a major drivingespecially on the part of the government, is force behind the job creation as well as sustainingprompted in part by the assumptions that much the economic development of a country. Inof the economy's ability to innovate, diversify, fact, entrepreneurial efforts in the form of small,and create new jobs comes from the small new businesses have become an important force

Abd. Rahim Bakar, Zaidatol Akmaliah Lope Pihie, Mohd. Majid Konting & Genevieve Klang Angking

in the economic growth of a nation (Oslon1985). Birch (1990) stated that during the1980s the Fortune 500 firms in the US eliminated4 million workers, but during the same periodthe total U.S. employment expanded by morethan 20 million. Majority of them were employedby small business companies. The entrepreneurialsector as posited by Birley (1989) is viewed as asignificant factor in designing the strategies forthe recovery and economic growth of manynations.

Entrepreneurship itself has been diverselydefined by many people. Entrepreneurship asdefined by Gunderson (1990) is theenhancement of skills to serve the consumers. Ithas been defined by Kuratko and Hodgetts(1992) as a process of innovation and venturecreation. Entrepreneurship is also defined as aprocess of creating something different withvalue (Hisrich and Peter 1995),

Who are the entrepreneurs? According toBurch (1986), typically an entrepreneur is seenas someone who owns and operates smallbusinesses. However, he argued that simply toown or operate a small business does not makesomeone an entrepreneur. It is more thanowning and operating a small business.Entrepreneurs are the initiators of economicgrowth. They are the self-starters and doers.Kuehl and Lambing (1990) regarded theentrepreneur as a person who takes initiative fora business project, organizes the resources itrequires, and assumes the risks it entails. Anentrepreneur is someone with a unique ideabeyond the imagination of others. He or she issomeone who always goes against the oddsbecause he or she can see the future of his orher venture. As such, Oslon (1985) defined theentrepreneur as a future-oriented, risk-takingperson who engages in the identification anddevelopment of new ideas. In the field ofeducation, we may defined a teacher who isentrepreneurial as a teacher who is innovative,creative, and futuristic. Those teachers haveideas on how to make teaching and learningappealing to students.

Studies have unearthed differentcharacteristics of successful entrepreneurs. Forexample, Moorman and Haloran (1996)postulated that in order to be successful, anentrepreneur should have the confidence,determination, perseverance, creativity, and needfor achievement. Hisrich and Peters (1995), on

the other hand perceived that an entrepreneurshould have three basic skills which includetechnical skills, business management skills, andpersonal entrepreneurial skills.

STATEMENT OF THE RESEARCHPROBLEM

Studies on the entrepreneurial characteristics ofstudents are numerous (eg. Kourilsky 1990;Solomon and Fernald 1990; and Hatten andRuthland 1995). Their findings showed thatentrepreneurial characteristics are inherentamong students. However, the writers are notable to find a research investigating theentrepreneurial characteristics of vocational andtechnical teachers. Lachman (1980) believed thatif a person has the same characteristics asentrepreneurs he or she will have a highertendency to perform entrepreneurial acts thanpeople who do not possess such characteristics.

Entrepreneurs can be developed if givenproper training and exposure. Meyers (1992)suggested that if students are to be prepared tobe entrepreneurs, they should be provided withexperiences to assist them in the developmentof entrepreneurial skills. In Malaysia, variousgovernment agencies, such as the Ministry ofEntrepreneurs Development, Ministry ofEducation, Ministry of Youth and Sports haveundertaken steps to create entrepreneurs.However, in order to provide a goodentrepreneurial training, it is very proper forthe trainer in this case, the school teachers to beentrepreneurial. But, a question arises as towhether or not the school teachers, especiallythe integrated living skill (KHB) teachers possessthe entrepreneurial characteristics. Thus, a studywas conducted to ascertain the entrepreneurialcharacteristisc of the KHB teachers.

OBJECTIVE OF THE STUDYThe primary purpose of the study was to assessthe perceived entrepreneurial characteristics ofthe KHB teachers. More specifically, the studyattempted to answer the following researchquestions:

What are the levels of perceivedentrepreneurial characteristics of the KHBteachers?

- Do the perceived entrepreneurialcharacteristics of teachers who primarilyteach KHB subject differ than teachers whodid not primarily teach KHB subject?

12-1 PertanikaJ. Soc. Sci. & Hum. Vol. 9 No. 2 2001

Entrepreneurial Characteristics of Malaysian Living Skill Teachers

- Do the perceived entrepreneurialcharacteristics of male and female teachersdiffer significantly?

- Do the perceived entrepreneurialcharacteristics of teachers with differentspecialization during teacher training differsignificantly?

- Do the perceived entrepreneurialcharacteristics of teachers who aspire to beentrepreneurs differ significantly from thosewho do not aspire to be entrepreneurs?

- Do the perceived entrepreneurialcharacteristics differ significantly amongteachers of different races?

METHODOLOGYThe study employed a descriptive correlationalresearch method. The independent variableswere selected demographic variables whichinclude gender, training specialization, race andaspiration. The dependent variable was theperceived entrepreneurial characteristics.

Population and Sample

The target population was all integrated livingskill teachers in Malaysia. The sample consistedof 153 KHB teachers from the selected academicschools in Malaysia. A multi-stage randomsampling procedure was employed to obtain thesample. Four states were randomly selected.From each of the four selected states, two schooldistricts were randomly selected. From theselected school district, a random selection ofsecondary schools was done. All KHB teachersfrom the selected schools formed the sample ofthe study.

Instrumentation

The research instrument was developed by theresearchers. It consists of the section aboutdemographic variables and the section containingstatements describing the entrepreneurialcharacteristics. The section on theentrepreneurial characteristics was developedbased on the literature about entrepreneurship.Originally, the research instrument contained84 s ta tements / items that describe theentrepreneurial characteristics. The perceivedentrepreneruial characteristics were measuredusing 5 point Likert scale (5= strongly agree,4=agree, 3= moderately agree, 2=disagree, andl=strongly diagree). However, based on the pilot-test results, the statement/items in the research

instrument were reduced to 42 statements onentrepreneurial characteristics (Table 5). Theelimination of the statements was done based onthe reliability test results. The statements wereremoved from the questionnaire on two basis:(1) negative total item correlation and (2) closeto zero correlation. The estimated reliabilitycoefficient of the final research instrumentcontaining 42 items was 0.93.

RESULTS

One hundred and fifty-three Integrated LivingSkills (KHB) teachers were involved in the study.About 61% of them were female teachers and39% were male teachers. A majority of themwere Malay teachers (Table 1). Their ages werebetween 21 and 54 years old with a mean of 34.6years old. On the average the KHB teachershave been in the teaching profession for almost12 years. They have taught the KHB subjects forabout 6.5 years. Most of them (81%) wereeducated at the Teacher Training Colleges. Theywere trained in home science, agriculturalscience, industrial arts, integrated living skills,and commerce (Table 2). Even though theirtraining specializations differed, most of themtaught the KHB subject in school (Table 3).

The first research question was designed toascertain the perceived entrepreneurial

TABLE 1Ethnic background of the respondents (n = 153)

Ethnic background

BumiputraChineseIndiansOthers

Total

f

12020211

153

TABLE 2Areas of specialization at the certificate

(n-124)

Areas of specialization

Home ScienceAgriculture ScienceIndustrial ArtsLiving SkillsCommerceOthers

Total

f

37301128117

124

%

78.413.11.37.2

100.00

level

%

29.824.28.922.68.95.6

100.00

PertanikaJ. Soc. Sci. & Hum. Vol. 9 No. 2 2001 125

Abd. Rahim Bakar, Zaidatol Akmaliah Lope Pihie, Mohd. Majid Konting 8c Genevieve Klang Angking

TABLE 3Types of academic subjects (primarily) taught by

the respondents (n=131)

Subjects f %

Home ScienceAgriculture ScienceLiving SkillsEnglishBahasa MelayuCommerce

54

1181

21

3.83.090.0

,81.6.8

Total 131 100.00

characteristics of the KHB teachers. As shownin Table 5, the respondents reacted favorably tothe statements describing their entrepreneurialcharacteristics (M=3.98, SD. =.31). Therespondents' perceptions of their entrepreneurialcharacteristics were divided into three categories(Table 4). The total score of the perceivedentrepreneurial characteristics which was theaccumulated scores of all 42 items was used asthe basis to classify the levels of perceivedentrepreneurial characteristics of the KHBteachers. The total scores of the perceivedentrepreneurial characteristics of the KHBteachers were between 106 and 203 with a meanof 164.14 and a standard deviation of 13.99.Although the KHB teachers reacted favorably tothe statements of their entrepreneurial

characteristics, a majority of the them posses amedium level of entrepreneurial characteristics

Another objective of the study was toascertain if the perceived entrepreneurialcharacteristics differ among the male and femaleKHB teachers. The study showed that theperceived entrepreneurial characteristics weremore prominent among male teachers thanfemale teachers (M= 168.33 and M=161.23respectively, t = 3.01, p = .003). Theentrepreneurial characteristics were also moreprominent among teachers who aspired to beentrepreneurs than teachers who did not aspireto be entrepreneurs (M = 165.05 and M = 156.78respectively; t = 2.09, p = .019). On the otherhand, the study showed that the perceivedentrepreneurial characteristics did not differamong teachers of different ethnic groups [t =.72, p = .48], among teachers with differentspecializations [F(5]]8) = 1.06, p = .38], and amongteachers with different teaching emphasis inschools (t =.33, p >.O5), as illustrated in Table 6.

TABLE 4Levels of the perceived entrepreneurial

characteristics of the KHB teachers (n=137)

Scores Level

<150.14150.14- 178.13>178.13

LowMedium

High

13.176.710.2

TABLE 5Means and standard deviations of the perceived entrepreneurial characteristics of KHB teachers

If nobody will go somewhere with me, I'll go by myself [DEPENDABLE)When I am given the job, I'll do it until it is finished [DEPENDABLE]I'll voice my opinion even if other people dislike it [DEPENDABLE]

I can see many business opportunities in the community [INNOVATIVE]A problem is an opportunity for me to develop new product [INNOVATIVE]If I am an entrepreneur, I will find ways to introduce new product inthe market[INNOVATIVE]

Even if the risk of any investment is very high, as an entrepreneur I will invest because thereturn is also high [RISK-TAKER]I will never be frustrated if any of the projects I am working on fails [RISK-TAKER]

I am an honest person [SELF-VALUE]I am trustworthy[SELF-VALUE]I am a responsible person [SELF-VALUE]I like to finish the job that I have started [SELF-VALUE]Favorable economic condition is important for me [SELF-VALUE]I am very firm [SELF-VALUE]

I have the potential to lead [WORK VALUE]I want to lead others [WORK VALUE]

4.114.443.83

4.133.944.28

3.683.62

4.194.324.384.364.353.80

3.823.70

.56

.65

.65

.66

.67

.54

.74

.83

.66

.58

.55

.56

.65

.66

,66.78

126 PertanikaJ. Soc. Sci. 8c Hum. Vol. 9 No. 2 2001

Entrepreneurial Characteristics of Malaysian Living Skill Teachers

I can make decisions [WORK VALUE] 3.91 .68I can follow other directions [WORK VALUE] 4.09 .56I like to help people [WORK VAUE] 4.24 .62When I work, I am always on time [WORK VALUE] 4.09 .61I can work under pressure [WORK VALUE] 3.24 1.0

I start work before being asked by someone [INITIATIVE] 3.82 .74I will do the job before I knew that I have to do it [INITIATIVE] 3.23 ,91I will find information needed to complete the task [INITIATIVE] 4.20 .66

My health does not hinder me to teach [ENERGETIC] 3.95 .88I like active teaching [ENERGETIC] 4.34 .53I am always in good health and fresh even I am in stress [ENERGETIC] 3,69 .78

I can do the job better without supervision [SELF-CONFIDENCE] 3.75 ,71I always overestimate my ability to succeed in any project [SELF-CONFIDENCE] 3.97 .69I am always worried [SELF-CONFIDENCE] 3.2 1.74

In business, I like to see the development rather than making profit[ACHIEVEMENT ORIENTATION] 4.21 .64The salary is the main factor in choosing a job [ACHIEVEMENT ORIENTATION] 4.05 .61I like to work with well-known people [ACHEIEVEMENT ORIENTATION] 4.38 .59

When I have a difficult problem, I will spend time trying to solve it [PERSEVERANCE] 4.13 .66

I like the activities which I have the knowledge about it and am comfortable with it(OPPORTUNITY] 4.03 .61

will try to obtain new job opportunities [OPPORTUNITY] 4.21 .49like to try new things that are different from what I have done [OPPORTUNITY] 4.00 .51like to mingle with successful people [OPPORTUNITY] 3.49 .77need special attention when dealing with others [OPPORTUNITY] 3.94 .61

will look for anything to do the job quickly [EFFICIENCY ORIENTATION] 4.07 .57do not know how to use time wisely [EFFICIENCY ORIENTATION] 3.89 .76feel uneasy when time is wasted [EFFICIENCY OREINTATION] 4.18 .54

Item mean = 3.98; SD. • .31Scale mean = 164.14: SD. = 13.99Note on scale = 5 = Strongly agree; 4 m Agree; 3 = Moderately agree;4 = Disagree; 1 • Strongly disagree

TABLE 6Means and standard deviations of the perceived entrepreneurial characteristics by

selected demographic variables

Demographic

GenderMaleFemale

Entrepreneurial aspirationEntrepreneurialNon-entrepreneurial

EthnicBumiputraNon-bumiputra

Teaching emphasis167.83169.00

Mean

168.33161.23

165.05156.78

168.57166.09

14.4112.7

SD

12.714.2

14.311.1

14.6215.56

.33*

t-Test

3.01*

2.09*

.72*

.74

•P

.003

.019

.475

KHBNon KHB

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Abd, Rahim Bakar, Zaidatol Akmaliah Lope Pihie, Mohd. Majid Konting & Genevieve Klang Angking

DISCUSSIONPossessing the entrepreneurial characteristics willbenefit teachers even if they themselves are notentrepreneurs. Teaching is a very complexprocess requiring a teacher to possess all thenecessary qualities of an effective teacher. Miller(1983) contended that teachers are the mostimportant element in vocational education. Thevalues, skills, professional knowledge, experience,and human relation skills that a teacher possesseswill determine the quality of the entrepreneuriallearning opportunities available to students.

Teachers have to be entrepreneurial becausethey will determine the success of education.Their innovativeness and creativity in theirteaching approaches will enhance not only theteaching process, but the learning process aswell. They have to make the correct decisionswith regard to the teaching strategies to be usedwith which different of students. They have toconstantly look for opportunities to improveand update their knowledge and skills to be ableto provide a good entrepreneurship educationto students. Enterprise development andenterprise education is not so much on thedevelopment of individual businesses, but theprocess of developing the entrepreneur andpeople who may work in the businesses (Rosa1992).

Regardless of the differences in demographiccharacteristics, teachers should beentrepreneurial in order to be successful intheir profession. However, the present studyshows the entrepreneurial characteristics differamong teachers of different gender andentrepreneurial aspirations. The study showedthat the entrepreneurial characteristics did notdiffer among teachers with different trainingspecializations and the subject primarily taughtby the KHB teachers. The study also shows thatmajority of the teachers possess a medium levelof the perceived entrepreneurial characteristics.We believe that every teacher who teaches theintegrated living skills subject should have ahigh level of entrepreneurial characteristics inorder to train students to be educatedentrepreneurs. Scott (1988) believed that longterm supply of well educated and well qualifiedentrepreneurs is essential to the strong moderneconomy. Hynes (1996) believed that it isnecessary to encourage and foster enterprise atan earlier age and this can be effectively actionedthrough the promotion of enterprise through

education. The KHB teachers should possess allthe characteristics associated with the successfulentrepreneurs. Based on the findings of thestudy, the training programs should emphasizeon developing teachers to be innovative, be ableto take risk, be self-confident, be able to look foropportunities, and efficiency. However, othercharacteristics should be developed as well if weare to have teachers who are entrepreneurial.

CONCLUSIONThe following conclusions based on the findingsof the study were:- Majority of the teachers participated in the

study had a medium level of perceivedentrepreneurial characteristics.

- Male KHB teachers were moreentrepreneurial compared to female KHBteachers.

- KHB teachers who aspired to beentrepreneurs perceived themselves to bemore entrepreneurial than the KHB teacherswho did not aspire to be entrepreneurs.

- There was no significant difference ofperceived entrepreneurial characteristicsamong teachers who had different trainingspecializations.

- There was no significant difference ofperceived entrepreneurial characteristicsamong teachers who had different teachingresponsibilities.

RECOMMENDATIONThe entrepreneurship education will result inthe birth of new generation of entrepreneurswho will spur the economic growth of a nation.As noted by Singh (1990) entrepreneurshipeducation can be used as a means of safeguardingthe economic sovereignty of the Third Worldcountries. Therefore, students should be trainedto gradually adopt the spirit of beingentrepreneurs. They should be provided theexperiences through various activities in orderfor them to develop the entrepreneurial spiritand characteristics needed for the success intheir chosen profession. The educators of thefuture workforce (entrepreneurs or non-entrepreneurs) must be entrepreneurial.

The educational system is one of the severalenvironmental influences which may help formentrepreneurs who will make such contribution.Hence, schools should serve as a training groundfor entrepreneurial skills development where

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Entrepreneurial Characteristics of Malaysian Living Skill Teachers

future entrepreneurs could adopt a positiveattitude while anticipating changing needs andprepare them optimally by coupling themselvesand their skills to the needs of the ever-changingenvironment (Leo-Paul Dana 1993). Leosuggested that entrepreneurship educationshould have a greater emphasis on practicalexperience. More activities (eg. selling ofsouvenirs, hari raya cards) should be plannedand implemented through clubs and societies inschools. The entrepreneurial activities conductedthrough societies and clubs will encouragestudents to be entrepreneurial regardless of thetype of professions they will enter. The countryneeds a pool of entrepreneurial workforce inorder to be competitive.

With regard to teacher preparation, wewould like to suggest that a general 3 credithour course on entrepreneurship education tobe included in the curriculum of teachereducation. Each prospective teacher needs to beexposed to entrepreneurship regardless of theirteaching specializations. Prospective teachershave to acquire the knowledge about and skill ofentrepreneurship simply because by beingentrepreneurial the teachers can make teachingand learning more effective. As for prospectivetechnical and vocational education students whodo not major or minor in entrepreneurship orbusiness education, a different structure of anentrepreneurship education must be madecompulsory to them. The course should haveboth theoretical as well as practical components.In other words, prospective teachers of technicaland vocational education will have to undergo alaboratory training in entrepreneurship. Hattenand Ruthand (1995) believed that nurturingpotential entrepreneur through the educationalprocess could produce more entrepreneurs. Inthe case of teacher preparation, it implies thatprospective teachers will be able to acquire theentrepneurship skills that may make theirteaching more successful. Some of theentrepreneurial skills that may relate well withthe teaching professions are initiative, creativethinking, organizing, innovativeness and manymore. It is believed (Lachman 1980) that aperson who has the same characteristics asentrepreneurs will have a higher tendency toperform entrepreneurial acts than people whodo not possess such characteristics.

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Received: 25 May 2001

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