Balancing Entrepreneurial Traits with Teacher Education: A Phenomenological Study of Two Ghanaian Colleges of Education

Abstract

Contextualization: The global education landscape demands teachers who can navigate complex challenges through innovation and entrepreneurial thinking. According to UNESCO's 2023 Global Education Monitoring Report, approximately 244 million children and youth worldwide remain out of school, with developing nations facing severe teacher shortages and quality concerns. In Ghana specifically, the education system struggles with limited resources, large class sizes, and the pressing need for innovative pedagogical approaches. Traditional teacher preparation programs, while providing solid foundations, often inadequately equip future educators with the entrepreneurial mind-set necessary for contemporary educational demands. Objective: This phenomenological study explores how pre-service teachers at two prominent Ghanaian colleges of education—Accra College of Education and St. Louis College of Education—perceive, understand, and balance entrepreneurial traits with conventional pedagogical training. Method: Using a qualitative phenomenological approach grounded in Social Cognitive Theory and Experiential Learning Theory, data were collected from 45 final-year pre-service teachers through in-depth semi-structured interviews (60-90 minutes each) and focus group discussions (90-120 minutes with 6-8 participants) conducted between March and May 2024. Data analysis followed Colaizzi's seven-step phenomenological method, supported by NVivo 12 software. Results: The analysis revealed four major themes: Understanding and Valuing Entrepreneurial Traits, Challenges in Integration, Institutional Support and Barriers, and Strategies for Balance. While 89% of participants recognized entrepreneurial traits such as creativity, innovation, and risk-taking as essential for modern teaching, 78% experienced significant challenges reconciling these with standardized curriculum requirements. Notable institutional differences emerged, with Accra College demonstrating stronger support for entrepreneurial development through student-led initiatives and innovation projects, whereas St. Louis College maintained more traditional approaches. Key barriers included rigid curriculum structures (mentioned by 67% of participants), time constraints (cited by 73%), resource limitations (noted by 56%), and fear of failure (expressed by 49%). Despite these obstacles, participants developed informal strategies including integrating entrepreneurial thinking into existing assignments, peer collaboration on innovative projects, and seeking progressive faculty mentorship.