Influence of Social Networks on In-Service Teachers’ Intentions to Start Businesses in Chongwe District of Zambia

Abstract

Purpose: This study examined the influence of social networks on in-service teachers’ intentions to start up a business in Chongwe district, Zambia. The research was motivated by the growing need for economic diversification and self-reliance among public servants, particularly teachers, who increasingly seek alternative income through entrepreneurship.

Methodology: Using a mixed-methods approach, the study collected data from 150 structured questionnaires and conducted in-depth interviews with selected teachers.

Findings: The findings showed that only 35% of respondents believed social networks influenced their entrepreneurial intentions, while 65% did not. Furthermore, 70% of the teachers were unclear about business registration, taxation, and regulatory compliance, and a similar percentage were unaware or unsure of existing government policies that support entrepreneurship. The study also found that most teachers primarily use social networks for personal communication rather than for professional or business-related purposes. Key barriers to entrepreneurship included limited entrepreneurial knowledge, fear of market competition, and insufficient exposure to business ideas. These challenges suggest that social networks currently have a minimal role in shaping teachers' business start-up intentions.

Unique Contribution to Theory, Policy and Practice: Based on these insights, the study recommends that government institutions enhance communication about entrepreneurship policies, provide targeted training on business procedures, and promote the professional use of social networks. Such measures could help improve entrepreneurial awareness and encourage greater participation in business ventures among government school teachers.