Entrepreneurship and Innovation in Science Teachers: What Happens without Work-Life Balance and Organizational Support? Moderated Mediation Model

Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog

Y

15

Foreign Countries; Science Teachers; Entrepreneurship; School Support; Family Work Relationship; Quality of Working Life; Innovation; Teacher Attitudes; Correlation

2146-0655
2148-239X

This study aims to determine the regulatory role of organizational support perceptions on the indirect impact of science teachers' entrepreneurship perceptions on innovation through work-life balance. The research was conducted within the functional paradigm and in a descriptive and relational survey model. The population of the study consists of full-time science teachers working in the districts of Üsküdar, Fatih, Pendik, Besiktas, Kadiköy, Maltepe, and Kartal in Istanbul, Turkey. In the research, four hundred and one science teachers were reached by taking the a=.05 table into account. These teachers were identified by simple random sampling and cluster sampling. In the research, "entrepreneurship, innovation, work-life balance, and organizational support" measurement tools were used. Confirmatory factor analysis and reliability analyses were performed for each of these measurement tools. SPSS 25, AMOS 23, and PROCESS MACRO 3.5 package programs were used for the data analysis of the research. Throughout the research, it was found that there is a statistically significant relationship between entrepreneurship, innovation, work-life balance, and organizational support averages. It was concluded that there is a mediating role of work-life balance in the relationship between entrepreneurship and innovation, and there is a moderating role of organizational support in the relationship between entrepreneurship and work-life balance. Entrepreneurship of science teachers enhances their innovation through work-life balance. Additionally, this indirect relationship is contingent on whether science teachers receive organizational support. In other words, when organizational support provided to science teachers is high, the entrepreneurship levels of science teachers further enhance their innovation through work-life balance.

As Provided

2024

EJ1431983