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Entrepreneurial Character of Theology Students: Contributions of Theological Education, Social Environment, Spiritual Values, and Personal Motivation
Abstract
Entrepreneurship education in theological schools is expected to foster independence and the ability to integrate business activities with a vocational calling. Preliminary interview findings from three students still indicated hesitation in taking risks and low self-confidence. This study examines the statistical contributions of theological education, social environment, spiritual values, and personal motivation to the entrepreneurial character of theology student entrepreneurs at STT Star’s Lub. Using a quantitative descriptive-correlational design, questionnaires were administered to 30 sixth- and eighth-semester students who had previously operated or were currently operating a business and had completed entrepreneurship courses. Multiple linear regression produced a significant model (F = 18.762; p < .001; R² = .716). Theological education (B = .421; p = .010), social environment (B = .298; p = .041), spiritual values (B = .506; p = .003), and personal motivation (B = .463; p = .005) were positively and significantly associated with entrepreneurial character. Spiritual values had the largest regression coefficient, whereas personal motivation had the highest mean. Thus, entrepreneurial character in this sample is associated with the integration of educational experience, environmental support, spiritual orientation, and personal drive, with spiritual values emerging as the strongest statistical predictor. Bandura’s Social Cognitive Theory is used in a limited manner as an interpretive framework for reading the relationship between personal and environmental factors, rather than as a theory tested in its entirety through the questionnaire
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DOI: https://doi.org/10.53674/pjt.v3i1.374
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