Analyzing the Components of the Development of Entrepreneurial Attitude in the Students of the Second Year of Theoretical High School, Using Mixed Approach (Study Case: Expert Entrepreneurship Teachers in Tehran)

This research aimed to study the components of entrepreneurial attitude development in secondary high school students. The study was applicable in terms of purpose, quality-quantitative in terms of approach, and descriptive in terms of data collection. In the quality section, the studied population was the experts, planners and teachers of entrepreneurship, and they were selected by snowball sampling. The sampling process continued until data saturation was achieved. Data was collected through semi-structured interview and was analyzed using a three-step coding process of open, central and selective. In the quantitative section, the population was teachers of entrepreneurship in high schools in the regions of 1, 4, 5, 6 and 18 in Tehran in 2021. 250 teachers of entrepreneurship were selected based on voluntarily sampling and they completed the researcher’s questionnaire. The data were analyzed by confirmatory factor analysis and Amos24. The results showed that the components of the development of the entrepreneurial attitude of high school students have a central phenomenon of developing cognitive, personality and entrepreneurial skills and seven categories of problem solving skill, positive attitude of teacher and student to entrepreneurship, imagination, inner motivation, entrepreneurial personality traits, career perspective of students and applied education of entrepreneurship. The results of confirmatory factor analysis showed that these categories can explain the cognitive, personality and entrepreneurial skills of students. Therefore, in order to develop the entrepreneurial attitude in high school students, it is necessary to pay attention to the categories related to cognitive, personality and entrepreneurial skills. In order to realize the development of students' entrepreneurial attitude, it is suggested that teachers strengthen and improve these categories in the process of teaching and learning.