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

Authors

  • Savas Varlik Ministry of National Education

DOI:

https://doi.org/10.47750/pegegog.14.03.30

Keywords:

Entrepreneurship, Innovation, Work-Life Balance, Organizational Support, Science Teachers

Abstract

The aim of this study is 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, Beşiktaş, Kadıköy, Maltepe, and Kartal in Istanbul, Turkey. Science teachers working in these districts were selected using cluster and simple random sampling methods. 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.

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Published

2024-04-05

How to Cite

Varlik, S. (2024). Entrepreneurship and Innovation in Science Teachers: What Happens Without Work-Life Balance and Organizational Support? Moderated Mediation Model. Pegem Journal of Education and Instruction, 14(3), 322–336. https://doi.org/10.47750/pegegog.14.03.30