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| Abstract : Perpustakaan Tuanku Bainun |
| Matlamat kajian ini adalah untuk membentuk sebuah model keusahawanan sekolah yang komprehensif dan bersesuaian dengan persekitaran sekolah menengah di Semenanjung Malaysia. Selain itu, kajian ini juga bertujuan untuk menentukan hubungan antara model keusahawanan sekolah yang dibentuk dengan keberkesanan keusahawanan sekolah. Dalam kajian ini, Teori Perlakuan Terancang (TPT), Teori Efektuasi, Model Isenberg (2010), Model Feld (2012) dan Model Spigel (2017) telah didasari sebagai teori kajian. Kajian ini telah mengetengahkan 11 komponen untuk membentuk model keusahawanan sekolah. Pendekatan kuantitatif dengan kaedah tinjauan telah digunakan terhadap pelajar Program Tunas Niaga (PROTUNe) dan pelajar Persatuan Usahawan Muda (PUM). Seramai 391 orang pelajar telah dipilih sebagai sampel kajian berdasarkan persampelan rawak mudah. Data kajian ini telah dianalisis menggunakan kaedah analisis deskriptif, kaedah analisis faktor penerokaan (EFA) dan analisis faktor pengesahan (CFA). Dapatan analisis deskriptif telah menunjukkan komponen inkubator, pendidikan keusahawanan dan mentor pada tahap skor min tinggi. Manakala, komponen personaliti individu, budaya, dasar kerajaan, idola, sokongan profesional, bakat kemahiran, sumber kewangan dan latar belakang keluarga pada tahap skor min sederhana tinggi. Seterusnya, hasil analisis EFA dan CFA telah menunjukkan daripada 11 komponen hanya enam komponen yang dapat membentuk model keusahawanan sekolah iaitu komponen bakat kemahiran (CR=0.875, AVE=0,732), mentor (CR=0.845, AVE=0,721), inkubator (CR=0.810, AVE=0,718), personaliti individu (CR=0.705, AVE=0,654), idola (CR=0.705, AVE=0,661) dan latar belakang keluarga (CR=0.689, AVE=0,650). Setelah itu, pengujian model berstruktur penuh (SEM) telah membuktikan keenam-enam komponen mempunyai hubungan langsung kepada model keusahawanan sekolah dan juga model keusahawanan sekolah mempunyai hubungan yang signifikan dan positif terhadap keberkesanan keusahawanan sekolah. Justeru, implikasi kajian menunjukkan bahawa pembentukan model keusahawanan sekolah mampu dijadikan panduan khususnya pihak pengurusan sekolah dalam memastikan pelaksanaan aktiviti keusahawanan di peringkat sekolah menjadi lebih terurus dan tersusun. Selain itu, pihak kerajaan dapat menggunakan model keusahawanan sekolah ini sebagai sebuah model panduan di peringkat nasional. |
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