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This study explores the consequences of self-leadership on job satisfaction, organizational commitment and innovative behaviors of teachers. For this purpose, a field study was conducted with the data gathered from 440 primary school teachers who work in different cities. To test the research hypotheses, correlation and regression analysis were conducted. Results showed that self-leadership behaviors had significant effects on job satisfaction, organizational commitment and innovation. Findings revealed that self-reward and self-punishment strategies had no effect on dependent variables while self-observation and focusing thoughts on natural rewards had the strongest impacts. Also, it was found that some of the demographic variables had effects on some of the factors.

Purpose: In what may be the first study of its kind in business and entrepreneurship, the purpose of this paper is to compare faculty and student perceptions and beliefs about entrepreneurship motives and barriers and student aspirations in order to explore implications for entrepreneurship education (EE). Design/Methodology/Approach: The authors survey 3,037 students and faculty in the USA, China, India, Turkey, Belgium, and Spain, focusing on perceptions of entrepreneurship motives and barriers. Factor analysis organizes data for comparisons and regressions. Findings: The authors find significant faculty-student differences in views of entrepreneurship motives and barriers, university environments, and student aspirations. An especially important finding is that, across six countries with widely varying cultures, economies, and entrepreneurial environments, students consistently see themselves as more entrepreneurial than the faculty perceive. Research Limitations/Implications: Limitations include sample size and self-reporting. The authors also have focused on the significance of differences in perceptions, not on whether faculty or student perceptions are correct. A major implication of the study is that EE curricula need to be assessed in terms of their impact on the self-confidence, risk aversion, and entrepreneurial disposition of students. Originality/Value: The authors shine light on an overlooked topic--faculty-student perceptual alignment--to stimulate research and strengthen EE, especially regarding students' self-confidence and views of failure and risk.

This study examined the impact of job satisfaction and organizational commitment on teachers' organizational citizenship behavior (OCB) in a structural equation model. The study was employed to a group of teachers and their supervisors. The results indicated that job satisfaction and commitment to the school had an impact on OCBs of the teachers and organizational commitment mediated the relation between job satisfaction and OCB. (Contains 2 tables and 1 figure.)

Purpose – This paper aims to describe and empirically test a comprehensive model on the entrepreneurial intentions of the university students in which some individual and environmental factors were included. Also, the strengths of individual and environmental factors' influence are compared. Design/methodology/approach – A questionnaire survey was completed by a random sample (n=356) of business administration, health sciences and law faculty students across two Turkish universities. Results were based on correlation and regression analysis. Findings – Results indicate that as individual factors locus of control and entrepreneurial self-efficacy (ESE) and as environmental ones social network and access to capital have significant impacts on entrepreneurial intentions of students. However, the results showed that the university environment does not have any significant impact. Research limitations/implications – Self-report bias and cross-sectional data are possible limitations. Longitudinal studies in the future may have different results. Originality/value – The paper demonstrates that ESE is the most important factor on the entrepreneurial intention and besides social network contributes as the second factor. Also it puts personality as the dominant factor of entrepreneurial intention of students. However, paper introduces that the university environment does not have any significant impact on the entrepreneurial intentions. This result adds to the academic literature on entrepreneurial intention and offers several implications especially for university directors about entrepreneurship education. [ABSTRACT FROM AUTHOR]