ational Seminar on “Emerging Trends and Innovations in Teacher Education”-22-23 March, 2018, Sikkim University.

Teacher as a social Entrepreneur:

A Paradigm shift in Teacher Education

Prof. K.Pushpanadham Ph. D

Professor of Educational Management
Faculty of Education and Psychology
The Maharaja Sayajirao University of Baroda
Vadodara-390002, Gujarat, India
pushpanadham@gmail.com

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 ABSTRACT
This article reviews the current challenges of education system in India in general and teacher
education in specific. It also extends the ideas underpinning the concept of ‘social responsibility’
and ‘social entrepreneurs’ to educators who have the power to create social value through
educational access in the context of educationally deprived societies. Teachers are the torch bearers
and ambassadors of national missions of human development. However noble sophisticated and
well designed policies in education, they all come to nothing if teachers are not understood them
properly and act passionately. Teacher Entrepreneurs develop innovative practices that are
customized and tailored to local situations and can effectively address challenges like low
awareness on educational opportunities; social-cultural barriers to enrolment, particularly of girls,
social issues that spill into the educational domain; lack of resources for schooling environments
and poor social capital. A new breed of teachers is required to address these challenges. While
teachers accept the new responsibility which is defined by a mix of educational and social
entrepreneurial qualities, it leads to great social impact.

INTRODUCTION:

Education has been recognized as a fundamental right and it is viewed as a process of human
development where the knowledge, skills and capabilities are sharpened to achieve wide range of
objectives. Indian system of education has several accomplishments in the post independent area in
terms of educational access, enrolment and reducing drop outs even in rural areas. Significant efforts
have been invested through various policies and programme to invigorate the quality of education in
India. Enrollment rates across the school education have been increased in India and it has been a
success story. Educational access has been widened over the years and now schools are at the
doorsteps in almost all villages in the country, which is a significant in the history of education.

These success stories push the system of education into new challenges. The dropout rates and
school transition are still remained as challenges. Keeping children in school through higher education
is still an issue. Nationally 29 percent of children drop out before completing five years of primary
school, and 43 percent before finishing upper primary school. High school completion is only 42
percent. This lands India among the top five nations for out-of-school children of primary school age,
with 1.4 million 6 to 11 year olds not attending school. Additionally, the quality of learning is a major

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issue and reports show that children are not achieving class-appropriate learning levels. (NAS 2017
and Pratham Report 2017). Improving learning will require attention to many things, including
increasing teacher accountability. According to school visits teacher attendance is just 85 percent in
primary and middle schools and raising the amount of time teachers spend on-task and increasing their
responsibility for student learning also needs improvement.

Along with these, there are many social challenges in India that could be tackled through the education
system. Millennium development goals, Sustainable Development Goals and Education for All Goals-
all these need specific attention and require effective educational interventions. Gender disparity,
Poverty, inequity, intolerance, ecological imbalance, immorality and high mortality rates are still
bothering the country and it has been realized that only education can address these issues in a more
efficient manner. Teachers are the best hope to bring transformational change in any education system
and help in realizing the development goals.

Indian Education Commission (1966) has opined that of all the different factors which influence the
quality of education and its contribution to national development, the quality, competence and
character of teacher are undoubtedly the most significant. According to the Commission, “No system
of education, no syllabus, no methodology, no text book can rise above the level of its teachers”. If a
country wants to have quality education, it must have quality teachers. There is no substitute to a
quality teacher. A quality teacher is effective in realizing the goals of education. So the effectiveness
of teaching is undoubtedly correlates with his competence. Competence in entrepreneurship can lead
to more productive, self- enhancing and fulfilling outcomes.

The National Policy on education recognizes a substantial improvement in the quality of education.
Any improvement in education whether qualitative or quantitative can be secured only through the
efforts of teachers who are the direct agents in the process of education. Children with good character,
right tastes, sound knowledge, research and inquiry, creativity and innovation, techno friendly,
entrepreneurship, courage and moral leadership are essentially the products of able and competent
teachers. The education commission has rightly concluded that the future of India is being molded in
her classrooms. It is in this context of effective teaching comes the importance of Teacher
Entrepreneurship.

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 Teacher education as a whole needs urgent and comprehensive reform. There is need to bring greater
convergence between professional preparation and continuing professional development of teachers at
all stages of schooling in terms of level, duration and structure. Reform of teacher education has been
one of the abiding concerns in the reports of major Education Commissions and Committees on
education. The Education Commission (1964-66) discussed at length various issues related to teacher
education. It recommended professionalization of teacher education, development of integrated
programmes, comprehensive colleges of education and internship. The National Policy on Education
(NPE, 1986) recommended the overhaul of teacher education to impart professional orientation and
referred to the same concerns voiced by the earlier Committees. Later on a committee known as the
Yashpal Committee (1993), appointed to analyze the academic burden on students and unsatisfactory
quality of learning expressed concern over the poor quality of teacher preparation programmes in the
country which leads to unsatisfactory quality of learning in schools. This committee also suggested
restructuring of the course content of teacher education programmes to ensure its relevance to the
changing needs of school education, longer duration of training, emphasis on self-learning and
independent thinking and making whole teacher education programme more practicum-oriented.

The UNESCO Report of the International commission on Education in 21st century strongly believes
that the rethinking of teacher education is necessary in order to bring future teachers precisely those
human and intellectual qualities that will facilitate fresh approach to teaching. (UNESCO, 1999). The
National Curriculum Framework (NCF, 2005) also emphasized on innovation and good practices in
teacher education. The National Assessment and Accreditation Council (NAAC, 2007) Report on
Quality Indicators for Teacher Education highlights a similar thought as “The quality of teacher
educators is an important factor that decides the quality of teacher education. The content and
pedagogical inputs of teacher education require teacher educators who are qualified and competent to
provide them. Their professional development should be of concern for an institution that seeks to
provide quality teacher education.”

NCFTE (2009) Report has observed that the education and training of prospective teacher will be
effective to the extent that it has been delivered by teacher educators who are competent and
professionally equipped for the job. According to Singh (2011) one way to improve the situation is to

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modernize teacher education. There is a need to revamp teacher education in tune with challenging
need of the society and particularly changing the needs of the school education.

In Teacher development, Pre-service is the first step in the ladder of developing professionalism in
teachers that is, in turn, dependent on the professional preparation of teachers through well designed
teacher education courses suited to the needs of the contemporary educational system. Teacher
education has a symbiotic relationship with the school education. Developments and changes in both
the sectors mutually reinforce the concerns necessary for the quality improvement of the entire system
of education. Therefore, any reform in educational system should ideally be accompanied by reforms
in teacher preparation courses also (Pandey, 2011). The National Curriculum Framework for Teacher
Education (2009) has observed that it is obvious that the education and training of a prospective
teacher will be effective to the extent that it has been delivered by teacher educators who are
competent and professionally equipped for the job. NCFTE (2009) promises to translate the vision into
reality and prepare humanistic and reflective teachers that has the potential to develop more
professional teachers and improve the quality of education.

This vision can be realized through entrepreneurship development among the teachers. Teachers
need to be recognized as change agents and social entrepreneurs. The quality of pedagogical inputs in
teacher education programmes and the manner in which they are transacted determine and ensure the
professional competencies of the teachers. Training of leadership and entrepreneurship qualities are
the important aspects of teacher professional development. The effective management of educational
system is needed for quality development. Effectiveness to a larger extent depends on the teacher
entrepreneurship. It means the quality of leadership and management exhibited by teachers. Teachers
have to encounter considerable challenges in this competitive globalized world.

Teacher Education system plays a crucial role in shaping the quality school education. It has been
rightly said that the excellent education system could only be emerged with the concerted effort of the
teachers. Therefore, preparation of teachers has been repeatedly emphasized in the National Policies
on Education 1968, 1986 and revised 1992.The National Policy on Education (1986) stated that
improvement in status and professional competence of teachers is the cornerstone of educational
reconstruction. It emphasized the significance and need for a decentralized system for the professional

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preparation of teachers. The system of Teacher Education has been experiencing several changes in
both academic and administrative dimensions. Teacher Education Curriculum- A Framework (1978
and 2006), provided a comprehensive view of the existing realities and perceived futuristic scenario
for quality teacher education. Establishment of the National Council of Teacher Education (NCTE) in
1993 as a statutory body of the Government of India has been exploring possibilities and designing
strategies for monitoring quality in pre-service teacher education programs by imposing regulations
and identifying quality indicators for the teacher education program in India. Moreover, Centrally
Sponsored Programs of Government of India resulted in strengthening few teacher education
institutions as Institutes of Advanced Study in Education (IASEs) and Colleges of Teacher Education
(CTEs) with an intention that these institutions would act as resource centers to conduct research and
provide in-service program along with the pre-service teacher education. This is certainly a strong
boost to the system of teacher education to search for excellence.

Teachers are the most potent factors for preparing children not only to fit into the democratic,
secular and socialistic pattern of the country but also to meet the various challenges posed in society. It
is true that only competent person can inculcate/facilitate these competencies among their students
student. The proximity of the former pair is a prerequisite in good teaching and learning. Teacher
entrepreneurship here emerges as the beacon of hope. Teacher Entrepreneurship enables the teacher to
facilitate the learner more clearly, about his attitudes, aptitudes, averages, strengths and weaknesses.
Father of our nation, Mahatma Gandhi defined education as the drawing out of the best. In order to
attain this aim a thorough of pupil is a must. Only a competent person can bring the possibilities of the
pupil to actualities; from the seed to a fruitful plant.

What is Entrepreneurship?

Entrepreneurship is an art which makes one successful in whichever enterprise he takes up, pursues
to reach its ultimatum. According to George Bernard Shaw, “The people who get on this world are the
people who get up and look for the circumstances they want, and, if they can’t find them, they make
them.” It seems George Bernard Shaw was talking about entrepreneurs because this is what
entrepreneurs’ do - they create their own future; the entrepreneur understands possible futures and

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creates the futures of his or her choice. Every body is entrepreneurial in some aspect of his or her life,
entrepreneurial in terms of creativity, self-development and self-decision making.

Entrepreneurship is the processes of creating or seizing an opportunity. The American Heritage

Dictionary defines an entrepreneur to be “a person, who organizes, operates and assumes the risk of
ventures.”
Let us look some of the definitions of entrepreneur as given by different social scientists. According
to Lall and Sahai, (2006):
• Economist defines an entrepreneur as one who brings resources, labour, raw material and
other assets into combination that increases their value from before and also one who
introduces changes, innovations and a new order.
• Psychologists define an entrepreneur as a person who is typically driven by some forces,
which create a desire to obtain or attain something.
• Sociologists define an entrepreneur as a person whose action would determine his asocial
status and who contributes to the development of society.
• Management experts define an entrepreneur as a person who has a vision and generate action
plan to achieve it

According to Schumpeter (1950), an entrepreneur is a person who is willing and able to convert a
new idea or invention into a successful innovation. David McClelland (1961) described the
entrepreneur as primarily motivated by an overwhelming need for achievement and strong urge to
build. Collins and Moore (1970) studied 150 entrepreneurs’ and concluded that they are tough,
pragmatic people driven by needs of independence and achievement. They seldom are willing to
submit to authority. Bird (1992) sees entrepreneurs as mercurial, that is, prone to insights, brainstorms,
deceptions, ingeniousness and resourcefulness. They are cunning, opportunistic, creative, and
unsentimental.

Entrepreneurship is more an attitude than a skill of a profession. It is an attitude towards excellence.

People choose an entrepreneurial opportunity that “feels right”. So, it is an affective part of life.
Entrepreneurship is the process of creating value by brining together a unique package of resources to
exploit an opportunity. Entrepreneurship is, above all, about change. Entrepreneurs see change, as the

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norm and something healthy. Peter Ducker says “The entrepreneur always searchers for change,
responds to it and exploits it an opportunity”,

Characteristics of an Entrepreneur

Entrepreneurs have many of the same character traits as leaders, similar to the early great man
theories of leadership; however trait-based theories of entrepreneurship are increasingly being called
into question. Entrepreneurs are often contrasted with managers and administrators who are said to be
more methodical and less prone to risk-taking. Such person-centric models of entrepreneurship have
shown to be of questionable validity, not least as many real-life entrepreneurs operate in teams rather
than as single individuals. Still, a vast but now clearly dated literature studying the entrepreneurial
personality found that certain traits seem to be associated with entrepreneurs. Being the contributors to
the society, their personality traits and skills are being analyzed .According to David McClelland
(1961) the entrepreneur as primarily motivated by an overwhelming need for achievement (n-Ach)-the
psychological need to achieve and strong urge to build. Thomas Beglley and David Boyd, identified
five dimensions unique to entrepreneurs (Lall and Sahai, 2006)

• Entrepreneurs are high need-achievement

• Entrepreneurs like to think that they are pulling their own string (They control their own
lives, not luck or fate)
• Entrepreneurs are willing to take moderate risks; this enables them to earn higher returns on
assets
• Entrepreneurs have the ability to tolerate ambiguity. They also face more ambiguity since
they may be doing certain things for the first time.
• Entrepreneurs have the desive to get more done in less time and, if necessary, despite the
objection of others

Contemporary writers in management and business have presented a wide range of theories of
entrepreneurship. Peter Drucker (1985) argues that entrepreneurs does not require to cause change,
but sees them as exploiting the opportunities that change (in technology, consumer preferences,
social norms, etc.) creates. He says, “this defines entrepreneur and entrepreneurship – the
entrepreneur always searches for change, responds to it, and exploits it as an opportunity. “ The

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 notion of “opportunity” has come to be central to many current definitions of entrepreneurship. It is
the way today's management theorists capture Say's notion of shifting resources to areas of higher
yield. An opportunity, presumably, means an opportunity to create value in this way. Entrepreneurs
have a mind-set that sees the possibilities rather than the problems created by change. Gregory Dees,
1998). Starting a business is neither necessary nor sufficient for entrepreneurship. “not every new
small business is entrepreneurial or represents entrepreneurship.” (Drucker, 1998). He makes it clear
that entrepreneurship does not require a profit motive.

The entrepreneur is on the lookout for:

• ‘The unexpected’: an unexpected success, failure, or event (see below);

• Incongruities: between things as they ought or are said to be – and how they actually are;
• Problems with an existing process for which no one has provided a solution;
• Changes in how an industry or market operates that takes everyone by surprise;
• Demographic (population) changes; and
• Changes in ‘perception, mood or meaning’.( Peter Drucker, 1996)

Teacher as social Entrepreneur:

The investment in education in terms of physical and human resources has grown tremendously.
Every one now wants that education, as a part of social system, should be accountable for many
reasons. On the basic of the Principe of cost effectiveness, investment must be productive. Teacher
entrepreneurship would enhance accountability. So it is a necessary aspect of educational system.
There is growing realization that all education progress depends ultimately on the quality of teachers.
Without good teachers even the best system of education is bound to fail. The teacher is a key link in
the educational process, whether it is in school or out of school. He has to instill leadership qualities in
pupils. He has to inspire the pupils and help to choose their future careers. He has to shape the
character and personality of students.

On the other hand, the spatial and numerical expansion of schooling facilities at primary
and secondary levels over the last decade has resulted in corresponding increase in the demand
for teachers. As a result large number of teacher education institutions is created throughout the

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 country and the maximum number of these institutions is managed by private organizations. This
has posed exceptional challenges for the management of Teacher Education to ensure quality in
programs.

India has made considerable progress in the areas of education, since the 1990 with a significant
overall literacy, school enrolment, infrastructure and political priority of Universal Elementary
education. Regional, educational and gender disparities however continue to prove new challenge.
Large investment on reaching remote habitation and the marginalized have had little impact in the
teaching learning environment and children learning. School curriculum and text in many states
remain disconnected from the lives of the learner and burden on children continues to grow. More
importantly, teachers across the country, continue to remain disempowered with increasing
normalization of their career (Curriculum frame work of teacher education, 2006, NCTE).

For teachers as social entrepreneurs, the social mission is explicit and central. This obviously affects
how social entrepreneurs perceive and assess opportunities. Mission-related impact becomes the
central criterion, not wealth creation. Wealth is just a means to an end for social entrepreneurs.

Teachers as Social entrepreneurs play the role of change agents in the social sector, by:

• Understanding and owning a mission to create and sustain social value,,

• Pursuing new opportunities to serve that mission,

• Involving in a process of continuous innovation, adaptation, and learning,

• Courage to work with limited by resources and

• Display a sense of accountability to the constituencies served and for the outcomes created.

Each element in this brief definition deserves some further elaboration. Let's consider each one in
turn.

Change agents in the social sector: Teachers as Social entrepreneurs are the reformers and
revolutionaries with a social mission. They make fundamental changes in the way things are done in
the social sector. Their visions are bold. They attack the underlying causes of problems, rather than

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simply treating symptoms. Though they may act locally, their actions have the potential to stimulate
global improvements in their chosen arenas, whether that is education, health care, economic
development, the environment, the arts, or any other social sector field.

Understanding and Adopting a mission to create and sustain social value: Making a profit,
creating wealth, or serving the desires of customers may be part of the model, but these are means to a
social end, not the end in itself Profit is not the gauge of value creation; nor is customer satisfaction,
social impact is the gauge. Social entrepreneurs look for a long-term social return on investment.
Social entrepreneurs want more than a quick hit; they want to create lasting improvements. They think
about sustaining the impact.

Exploring new opportunities: Where others see problems, entrepreneurs see opportunity. Social
entrepreneurs are not simply driven by the perception of a social need or by their compassion, rather
they have a vision of how to achieve improvement and they are determined to make their vision work.
They are persistent. The key element is persistence combined with a willingness to make adjustments
as one goes.

Involving in continuous innovation, adaptation, and learning: Social Entrepreneurs are

innovative. They break new ground, develop new models, and pioneer new approaches. They simply
need to be creative in applying what others have invented. It is not just a one-time burst of creativity. It
is a continuous process of exploring, learning, and improving. Of course, with innovation comes
uncertainty and risk of failure. Entrepreneurs tend to have a high tolerance for ambiguity and learn
how to manage risks for themselves and others. They treat failure of a project as a learning experience,
not a personal tragedy.

Courage to work with limited by resources : Social entrepreneurs do not let their own limited
resources keep them from pursuing their visions. They are skilled at doing more with less and at
attracting resources from others. They use scarce resources efficiently, and they leverage their limited
resources by drawing in partners and collaborating with others. They develop resource strategies that
are likely to support and reinforce their social missions. They take calculated risks and manage the
downside, so as to reduce the harm that will result from failure. They understand the risk tolerances of
their stakeholders and use this to spread the risk to those who are better prepared to accept it.

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 Displaying a sense of accountability to the constituencies served and for the outcomes created:
Social entrepreneurs work with commitment and passion to create a social value.This means that they
seek a sound understanding of the constituencies they are serving. They make sure they have correctly
assessed the needs and values of the people they intend to serve and the communities in which they
operate. In some cases, this requires close connections with those communities.

Reflective teachers can only understand the contextual realities and bring those experiences to the
classroom processes to make learning relevant and joyful. The following reflective Teacher model is
self explanatory.

Source: http://www.usi.edu/science/teacher-education/student-resources/reflective-teacher-model

Teacher as a Social Entrepreneurship: A Paradigm shift in Teacher Education

There are several key issues in the teacher education programmes in India. One of the Key
challenges that need to be addressed is the shortage of teachers For instance, as on March 2016,
5 lakh sanctioned teaching posts are vacant country-wide. As a result, several schools have pupil-
to-teacher ratio of 80:1 and single-teacher schools account for 8 per cent of elementary schools

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in the country. NCTE (2016). The other pressing issue relates to teacher education, both pre-
service and in-service. A recent report reveals that 6.6 lakh teachers currently in the system lack
the requisite qualifications, and only below 10% of teachers nationally passing the Teacher’s
Eligibility Test (TET).

Most of the teacher education institutions in the country are managed by Private sector and are
functioning on the market models for profit making.. There is a great need for professional
standards and regulation of pre-service teacher training institutes. Even the state-run institutes
suffer from multiple deficiencies and most of them are far from being effective. Thus,
developing institutional mechanisms for periodic monitoring of teacher training institutes and
strict adherence to quality parameters is vital.

The draft National Policy on Education ( 2016) highlighted that teachers need to be viewed as
professionals who require multiple skills to do their job, and accordingly professional standards
need to be built into all teacher education programmes. These programmes must focus both on
building an essential knowledge base, as well as skill sets required for making a difference in the
classroom. Importantly, they must locate the professional development of teachers within the
larger socio-cultural, economic and political context of contemporary India.

Teachers need to be made more accountable through enhanced involvement of the school
management committees, recognising the need for supportive supervision and incentives to
ensure teacher performance and accountability, as well as use of technology to monitor teacher
attendance and curb abseeintism.

There is a need to re-conceptualize teacher education programmes and empower novice teachers
with the entrepreneurship skills. The key elements identified are Personal Resourcefulness,
Achievement Orientation, Strategic Vision, Opportunity Seeking and Innovativeness.

Personal Resourcefulness

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The root of the entrepreneurial process can be traced to the initiative taken by some individuals
to go beyond the existing way of life. The emphasis is on initiative rather than reaction, although
events in the environment may have provided the trigger for the person to express initiative.
‘Personal resourcefulness’ in the belief in one’s own capability for initiating actions directed
towards creation and growth of enterprises.

Achievement-Orientation
While personal initiative and purposeful behaviour can be view as a good starting point of an
entrepreneurial effort, many such initiatives fail. The archetype successful entrepreneur is
supposed to epitomize achievement motivation (McClelland,1961) which facilitates the creation
and development of enterprises in competitive environments.

Opportunity-Seeking
The context in which an individual brings to bear his/her initiative, achievement orientation and
visioning have a strong bearing on what it produces; when these forces are directed towards
realizing surplus or value in a market environment, over a period of time, we see the creation of
enterprises. Hence ‘opportunity seeking’ would include one’s ability to see situations in terms of
unmet needs, identifying markets or gaps for which product concepts are to be evolved, and the
search for creating and maintaining a competitive advantage to derive benefits on a sustained
basis.

Innovativeness
Schumpeter(1949) went on to conceptualize entrepreneurs as persons who are not necessarily
capitalists or those having command over resources, but as ones who create new combinations of
the factors of production and the market to derive profit. Innovativeness refers to creation of new
products, markets, product-market combinations, methods of production and organization, and
the like that enable the enterprise to gain competitive advantage in the market.

Conclusion:

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Teacher education programs need to focus more the above components in a integrated fashion to
develop entrepreneurship among teachers. Teacher entrepreneurship can effectively handle many
challenges that present system of education is facing and can transform the system of education
into a socially responsive one. More than ever, the future of our country lies in the hands of those
who teach our children in the classrooms. Radhakrishnan believed that “teachers should be the
best minds in the country”, and that a guru is someone who teaches specific types of knowledge,
but also help mold values and experiential knowledge as well as specific knowledge; an
exemplar in life. Therefore, we need a new breed of teachers who are highly skilled, committed
and having grit and resilience.

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