21st Century Entrepreneurial Skills of Faculty: Its Influence to Classroom Social Environment and Students’ Behavior

Abstract

This descriptive evaluation research is entitled the 21st century entrepreneurial skills of faculty and its influence to classroom social environment and students’ behavior in HEIs.  The study determined the entrepreneurial skills of BSHRM faculty in the areas of financial or entrepreneurial literacy, technology, life and career, innovativeness and creativity skills. The classroom social environment of BSHRM classes for teacher support, promoting mutual respect, promoting task-related interaction and promoting performance goals. This involved the BSHRM students’ behavior towards the subject, the teacher and peers. The respondents of the study were enumerated with the total of 132 faculty and randomly selected 374 BSHRM students from 26 HEIs in Iloilo. The faculty respondents were classified as to age, sex, civil status, educational attainment, length of teaching experiences, location and type of school. Survey method was used in gathering the data using a researcher modified questionnaire. The research instrument underwent experts’ validation and were reliability tested to 30 GSC faculty employing Cronbach alpha. The statistical tools used were frequency count, percentages, mean, t-Test, F-ratio and Spearman rho for correlations set at .05 level of significance. The BSHRM faculty were “highly entrepreneurial”, with very good classroom social environment in BSHRM classes and very desirable behavior of BSHRM students. There were significant differences in the entrepreneurial skills of faculty as to age, location, civil status and educational attainment and no significant differences as to sex, length of teaching experiences and type of school. There were significant differences in the classroom social environment as to location, type of school, civil status and educational attainment but no significant differences as to sex, age and length of teaching experiences. There were significant differences in the behavior of BSHRM students as to faculty type of school, civil status and educational attainment but no significant differences as to sex, age, length of teaching experiences and location. There was significant influence in the BSHRM faculty level of 21st century entrepreneurial skills to classroom social environment. Likewise, there was no significant influence on the level of 21st century entrepreneurial skills of faculty to student classroom behavior.