Relationship Between Teaching Experience and Support System With Comfort With Problem-Based Instruction in Entrepreneurship Education

• In Event: Enhancing Teacher and Student Outcomes Through Problem-Based Approaches

Abstract

This study explores the impact of teaching experience and support systems on teachers' comfort with problem-based learning (PBL). Utilizing data from 126 teachers in project-based entrepreneurship education, this study examines the relationship between teaching experience (both overall teaching and firsthand PBL experience), support systems, and comfort in following PBL. Results indicate that experience teaching PBL and familiarity with support systems positively influence comfort, though the correlations are marginal. Overall teaching experience did not affect comfort levels. These findings highlight the importance of PBL-specific experience and support systems while suggesting the need for further investigation into factors such as teacher orientation and quality of support systems. The study extends existing qualitative research by providing quantitative insights into PBL adoption challenges.

Authors

• YangHyun Kim, City University of New York

• Elizabeth Kim, Network for Teaching Entrepreneurship (NFTE)

• Hannah Lieber, Network for Teaching Entrepreneurship (NFTE)