Exploring Perceptions of Teachers Toward Entrepreneurship Education at Secondary School Level in Lahore, Pakistan

Abstract

The study is a qualitative research project that examines perceptions of entrepreneurship education at the matric level among secondary school teachers in the province of Lahore, Pakistan, and fills an important gap in the education discourse. Based on the interpretive phenomenological approach, a thematic analysis of semi-structured interviews with 12 teachers across several private and public schools has been conducted. There were seven themes identified: (1) perceptions of curriculum relevance, highlighting its economic value but concerns about applicability; (2) teaching experiences, marked by enthusiasm yet challenges due to novelty; (3) challenges and opportunities, including resource scarcity offset by student engagement; (4) cultural and social influences, such as parental resistance; (5) support and resource needs, emphasizing training and materials; (6) perceived student impact, noting enhanced confidence and career awareness; and (7) balancing academic and entrepreneurial education, constrained by exam- focused systems. Results align with the literature from other parts of the world on the potential of entrepreneurship education, but highlight unique Pakistan challenges, such as cultural factors and limited access to resources. The paper presents practical guidance for curriculum designers, administrators, and policymakers to strengthen teacher support and implementation. Despite its small sample size, it adds a teacher's voice, making it clear that future studies on student giving and long-term effects should be conducted to strengthen Pakistan's entrepreneurship education system.