EXPLORING TEACHERS’ PERSPECTIVES ON THE INTEGRATION OF ENTREPRENEURSHIP EDUCATION IN PUBLIC PRIMARY SCHOOLS IN TANZANIA

This study explored teachers’ perceptions of integrating entrepreneurship education (EE) in public primary schools. The research was guided by Albert Bandura's Social Learning Theory (1986). Two specific objectives were addressed: first, to examine the influence of teachers’ demographic characteristics on their perceptions of integrating EE, and second, to explore teachers’ overall perceptions of EE integration in public primary schools. A concurrent triangulation research design was adopted, involving both qualitative and quantitative data collection methods. Simple random sampling was employed to select wards, schools, and teachers, while purposive sampling was used to identify head teachers from each school. The sample comprised 110 respondents, and data were collected through interviews and questionnaires. Qualitative data were analyzed using thematic and descriptive analysis, while quantitative data were analyzed using correlation analysis. The findings revealed that teachers held positive views toward entrepreneurship education, though their commitment to its implementation was limited. Furthermore, teachers’ perceptions were positively correlated with certain demographic characteristics, such as age, while weaker correlations were observed with marital status, gender, and education level. It is recommended that the EE policy be strengthened to encourage active participation by educational stakeholders, including teachers, in implementing EE in Tanzanian primary schools. The integration of EE in the primary school curriculum has significant implications, equipping graduates with entrepreneurial competencies to adapt and engage creatively in society. These skills will support their future endeavors as they advance through higher academic levels.