Entrepreneurial teacher behaviors in learning organizations

For organizations, the concept of learning is a very important factor in terms of continuous renewal and growth, keeping up with change and sustainability and survival. Learning organizations are constantly developing and changing institutions because they adopt continuous learning as a principle. The aim of this research is to reveal how entrepreneurial teacher behaviors are in the learning organization profile. Relational survey model was used for the research. In the 2023-2024 academic year, 463 teachers working in institutions affiliated to the Ministry of National Education in Kocaeli, selected through simple random sampling, constituted the sample of the study. In addition to the demographic information form, "Learning Organization Profile Scale" and "Entrepreneurial Teacher Behaviors Scale" were used in the study. While analyzing the data, in addition to descriptive statistics, (One Way ANOVA) one-way analysis of variance, independent sample t-test, Pearson correlation analysis and finally simple linear regression analysis were performed. As a result, the data obtained as a result were created and finalized by making the necessary statistical analyzes and entries through the SPSS 22.0 package program. It is thought that the findings to be obtained as a result of the research will make a significant contribution to the literature and will be important in terms of providing data for future research. When the results obtained were examined, it was found that the level of learning organization perceptions was high according to the opinions of the teachers. While there was no difference in the learning organization profile depending on the variables of gender, age, educational status, seniority, institution of employment or taking part in any project so far, teachers who felt themselves as entrepreneurs had high perceptions of learning organizations. At the same time, this situation has similar results for teachers whose school administrators are entrepreneurs and who work with administrators who encourage their teachers to be entrepreneurs. It was concluded that teachers who encouraged their students to be entrepreneurs also had high levels of perception of learning organization and their motivation sources also varied. According to teachers' opinions, there is no significant difference in entrepreneurial teacher behaviors according to gender, age, seniority, and institution of employment variables, but when the education level variable is considered, it is seen that the entrepreneurial behaviors of teachers with postgraduate education are higher than those of teachers with undergraduate education. In addition, it was concluded that the entrepreneurial behavior characteristics of teachers who feel themselves as entrepreneurs, whose school administrators are entrepreneurs, whose administrators encourage entrepreneurship or who take part in any project and who have high intrinsic motivation for entrepreneurship are higher. It is seen that there is a statistically significant positive relationship between the learning organization profile scale and entrepreneurial teacher behaviors. It was determined that the learning organization profile scale is a significant predictor of teachers' perception of entrepreneurial teacher behaviors.