Enhancing Vocational Education for Entrepreneurship: The Role of Teacher Mindset and Organizational Support
Abstract
Entrepreneurial mindset and organizational support are important conditions for effective vocational entrepreneurship education. This study examines the relationship between teachers’ entrepreneurial mindset and teaching performance and tests whether organizational support moderates that relationship among vocational high school teachers in Lahat Regency, Indonesia. A quantitative cross-sectional survey was conducted with 120 teachers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model showed acceptable internal consistency and convergent validity. The structural results indicated a positive relationship between entrepreneurial mindset and teacher performance (β ≈ .54). Organizational support negatively moderated this relationship (β ≈ −.14), indicating attenuation rather than the hypothesized strengthening effect. The finding suggests that organizational support should not be treated only as a resource quantity; its form and autonomy implications may shape how entrepreneurial cognition is translated into teaching performance. The study highlights the need for vocational schools to develop teachers’ adaptive entrepreneurial capabilities while providing enabling, autonomy-supportive organizational conditions.
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