Kausar Khalil2025-12-122025-12-122018https://escholar.umt.edu.pk/handle/123456789/16045Teachers’ attitudes and self-efficacy influence their belief and selection of instructional pedagogies in their classroom to teach a subject. The main aim of this research was to analyze entrepreneurial attitude and self-efficacy of the teachers at higher education institutions. Entrepreneurial attitude and self-efficacy are two important constructs that need to be present among the entrepreneurial teachers. These constructs are important for the teachers to believe in their capability and use of innovative teaching pedagogies to inculcate such skills among the students, so they can play their role in bringing prosperity to the nation with innovations and creativity. A special consideration is required to transform the curriculum and teachers’ competencies and skills to bring a remarkable change in attitude and behavior of the teachers, who have the responsibility to transform the nation. Therefore, focus of developing entrepreneurial intentions by motivating and encouraging them through teaching pedagogies, is the need of time. The objectives of the study were to identify relationship between entrepreneurial attitude and self-efficacy of the teachers at higher education institutions and to identify the influence of demographic variables on each variable of the study. It was a quantitative research based on the survey research design. Population of the study were the teachers of higher education institutions related to the departments of engineering, business, and social sciences, from both sectors of public and private streams of Lahore, Pakistan. Sampling process of the study was based on three stages. During the first stage, 50 % universities were randomly sampled from each sector, according to which, 7 universities were selected from the public sector and 13 universities were selected from the private sector. During the second stage, faculties and departments were sampled, whereas, during the third stage, teachers were sampled, based on random sampling technique. Total 550 questionnaires were distributed, but 397 questionnaires were returned out of which only 356 completely filled questionnaires were retained. The instrument, for measuring entrepreneurial attitude and self-efficacy of the teachers, was developed to collect responses of the respondents. The tool was constructed on the basis of factors and subfactors related to entrepreneurial attitude and self-efficacy, which was validated by five related field experts. For pilot testing, 100 questionnaires were tested for the reliability of the instrument, for which the Cronbach’s alpha value was .995. Both inferential and descriptive statistics were used to analyze the data by descriptive statistics, independent samples t-test, one-way ANOVA, and correlation. Results of the study concluded that teachers of higher education institutions in Lahore do possess entrepreneurial attitude and self-efficacy, irrespective of the discipline, qualification, gender, and prior entrepreneurship training. It was also found to have a significant relationship between the factors of entrepreneurial attitude and self-efficacy among the teachers of higher education institutions. This study may be helpful for the policy makers, leaders, practicing, and prospective teachers, associated with higher education institutions to take important measures in inculcating the characteristics of entrepreneurial attitude and self-efficacy, in order to bring effectiveness in teaching and learning processes in dynamic environment of the 21st century. Key words: entrepreneurial attitude, entrepreneurial self-efficacy, teachers, higher education institutionsenThesis