Teacher Entrepreneurship In Education: Systematic Literature Review
DOI:
https://doi.org/10.23960/E3J/v9.i1.73-83Keywords:
Teacher Entrepreneurial Behavior, Systematic Literature ReviewAbstract
Teacher Entrepreneurial Behavior (TEB) has gained increasing attention in educational literature in recent decades, in line with growing demands for innovation, adaptability, and sustainability in education systems. However, research on TEB remains scattered, conceptually and methodologically diverse, and has not been systematically synthesized. This article aims to map and synthesize the development of research on TEB through a Systematic Literature Review (SLR) approach. The article search process was conducted in accordance with the PRISMA guidelines using the Scopus database, identifying 25 articles that met the criteria for further analysis. The analysis focused on annual publication trends, geographical distribution, journal classification, theoretical foundations, and methodological approaches used in previous studies. The results of the analysis show that research on TEB has increased in the last decade and is dominated by studies conducted in East Asia, particularly China and Hong Kong. Theoretically, Social Cognitive Theory (SCT) and Theory of Planned Behavior (TPB) are the most widely used foundations, while methodologically, quantitative survey-based approaches and Structural Equation Modeling (SEM) dominate. However, the findings also reveal limitations in terms of geographical generalization, the dominance of cross-sectional designs, and the lack of exploration of the context and long-term impact of TEB. This article contributes by providing a comprehensive mapping, identifying research gaps, and formulating future research directions to strengthen the development of entrepreneurial theory and practice in the teaching profession.
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