The Management of Effective Entrepreneurship in Primary Schools

Chafa Admire
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Chafa Admire: Midlands State University Faculty of Education, Department of Educational Policy and Leadership

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 4547-4557

Abstract: The research study focused on the management of effective entrepreneurship within the primary schools of Reigate District of Bulawayo Metropolitan Province in Zimbabwe. The objectives of the study were to examine the methods of entrepreneurship, identify obstacles encountered by schools in executing entrepreneurship programs, and propose potential recommendations to enhance the effectiveness of entrepreneurship in the district. Underpinned by Innovation Theory of Entrepreneurship, previous literature was referenced on relevant studies, and the research employed a mixed methods approach. The population of the study comprised head teachers from the schools involved and selected educators. Instruments used for data collection included interviews and questionnaires. Findings demonstrate the positive effects of effective entrepreneurship management. Nevertheless, elements obstructing effective implementation include insufficient resources, lack of skills, and time constraints. This results in elevated dropout rates, a low pass rate, inadequate infrastructure, and subpar service delivery. The study indicated that the educational environment and curriculum, the roles of teachers and mentors, experiential learning and practical implementation, fostering creativity and innovation, and community and industry involvement play a role in entrepreneurship practices. The study also indicated that effective entrepreneurship results in quality service delivery, which in turn leads to a high pass rate, a motivated workforce, infrastructure development, and scholarships for learners. Conclusions drawn were that schools engage in entrepreneurship on a limited scale, resources are insufficient, members lack entrepreneurial expertise, there are negative attitudes, and there is restricted time allocation. The study suggested that primary schools should invest more in projects, seek out donors, provide training for teachers in entrepreneurship skills, allocate time for entrepreneurial activities, and offer incentives to participants.

Date: 2025
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