Драгана Р. Бјекић, Универзитет у Крагујевцу, Факултет техничких наука у Чачку, Чачак, Србија, имејл: dragana.bjekic@ftn.kg.ac.rs
Лидија Ђ. Златић, Универзитет у Крагујевцу, Педагошки факултет у Ужицу, Ужице, Србија
Благица М. Златковић, Универзитет у Нишу, Педагошки факултет, Врањe, Србија
Иновације у настави, XXXVI, 2023/1, стр. 70–85

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DOI: 10.5937/inovacije2301070B

Резиме: Сложени професионални захтеви постављени пред наставнике обухватају и захтев да формативно делују и подстичу развој предузетничких компетенција својих ученика и васпитаника, а посебно развој предузетничке оријентације – динамичке димензије ових компетенција. Развијеност предузетничке оријентације актуелних и будућих наставника, видљива у деловању, важан је модел за ученике. У раду је скалом предузетничке оријентације испитивана ова оријентација студенткиња – будућих васпитачица, учитељица и наставница. Узорак обухвата 237 студенткиња са три факултета. Утврђено је да су студенткиње процениле сопствену предузетничку оријентацију као умерену, мада је релативно висок степен њихове свесне, декларативне предузетничке усмерености. Проактивност је израженија од осталих компоненти, а компетитивност је најслабије изражена. Унутрашњи локус контроле позитивно корелира са спремношћу за преузимање ризика и проактивношћу, али не и са другим компонентама предузетничке оријентације. Структура и степен предузетничке оријентације студенткиња  различитих просветних професија, као и различитих година студија су слични, што указује на хомогеност популације студенткиња просветних професија у погледу ове оријентације, али и да је потребно обогатити универзитетско предузетничко образовање као фактор оснаживања опредељења за предузетничко понашање.

Кључне речи: студенткиње педагошких/просветних професија, предузетничка оријентација, предузетничко понашање жена, модел за предузетничко понашање

Summary: The complex professional demands placed on teachers include the demand that they should act formatively and encourage the development of entrepreneurial competencies of their students, especially the development of entrepreneurial orientation – the dynamic dimension of these competencies. The development of the entrepreneurial orientation of the pre-service and in-service teachers, visible in action, is an important model for students. In this paper, the entrepreneurial orientation scale was used to examine this orientation of female students – future preschool and primary school teachers. The sample included 237 female students from three different faculties. It was established that female students assessed their own entrepreneurial orientation as moderate, although the degree of their conscious, declarative entrepreneurial orientation is relatively high. Proactivity is more emphasized than the other components, whereas competitiveness is the least emphasized component. The internal locus of control positively correlates with willingness to take risks and proactivity, but not with other components of entrepreneurial orientation. The structure and degree of entrepreneurial orientation of the female students of different educational professions, as well as of different years of study, are similar, which indicates the homogeneity of the population of the female students of educational professions in terms of this orientation, but also that it is necessary to enrich university entrepreneurial education as a factor of strengthening determination for entrepreneurial behavior.

Кeywords: female students of educational professions, entrepreneurial orientation, entrepreneurial behavior of women, entrepreneurial behavior model

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