ENTREPRENEURIAL INTENTIONS OF THE STUDENTS OF THE COLLEGE FOR TEACHER EDUCATION 4

: Of greawt importance are the readiness and capacity of future educators to recognize different specific needs of children and families in the local community and to analyze what the local community offers and what else may be offered. The research is aimed at testing the planned behaviour of students/future educators, having in mind their perception of potential entrepreneurial activity after completing their studies. The research involved 117 students who filled in the questionnaire for surveying their entrepreneurial intentions. It has been established that the subjective norm is not important in the intention of opening one’s own enterprise. The obtained results are similar to those in other countries, and that is why the experience of their educational systems can be appreciated regarding the implementation of educational subjects and courses in the educational system programs of the Republic of Serbia.


(Translation In Extenso)
Abstract: Of greawt importance are the readiness and capacity of future educators to recognize different specific needs of children and families in the local community and to analyze what the local community offers and what else may be offered. The research is aimed at testing the planned behaviour of students/future educators, having in mind their perception of potential entrepreneurial activity after completing their studies. The research involved 117 students who filled in the questionnaire for surveying their entrepreneurial intentions. It has been established that the subjective norm is not important in the intention of opening one's own enterprise. The obtained results are similar to those in other countries, and that is why the experience of their educational systems can be appreciated regarding the implementation of educational subjects and courses in the educational system programs of the Republic of Serbia.

INTRODUCTION
The research and analysis of entrepreneurial intentions of any number of actors in social reality imposes clear awareness of that fact not being isolated from the entirety of overall social processes in which they form their own attitudes about possibilities and in which they assess perspectives of realizing certain intentions in the labour market. In that 1 bojan1milosevic@gmail.com. This paper is the result of the research conducted within the development-research project "Entrepreneurial spirit of future educators -readiness for action for the purpose of self-employment", co-financed by the Provincial Secretariat for Higher Education and Scientific-Research Activity, and conducted by the College of Vocational Studies for Teacher Education in Novi Sad. respect, students of colleges and faculties are no exception. The only specific feature of the student population in comparison to others (i.e., adult) enterprising member of the given modern society refers to the relative duality of their current "immersion" in the world of cognitive maturation (in the organized sphere of education) and the perception of their own possibilities of facing (after leaving that sphere) the opportunities potentially arising in entrepreneurial business. However, when speaking of potential entrepreneurial actorse.g., the students of teacher education colleges -another narrow specific feature should be taken into account, which refers to the fact that these are humanist-oriented young people whose (future) profession/activity involves exclusively the education and instruction of the youngest ones.
This specific character of our main idea of the entrepreneurial intentions of students/ educators only emphasizes that in their intentions regarding potential entrepreneurial way of doing business we cannot expect their aspirations to involve solely (anticipated) profits, but also providing funds to make a living through realizing their job/professional satisfaction. Their choice of being educated for that (humane) profession does not (necessarily) mean that they cannot be interested in potential entrepreneurship; of course, in terms of its being adequate to the activity of educators. Their potential entrepreneurship should be understood as "more or less autonomous (conscious) action in socio-economic processes, with the aim of most rationally using the available economic factors and assuming full responsibility for own participation in those processes" (Milošević, 2004, p. 322).
Today there is plenty of scientific evidence pointing to the importance of supporting early development and learning in early childhood, and that it has become a priority in educational policies in many countries, including Serbia. At the same time, the current practice of instruction and education is criticized because it is insufficiently diversified and thus unable to respond to frequently different needs of children and families (Manual for diversification of programs for pre-school education, 2013). That is why measures are taken in educational policies to improve the system for developing the quality of pre-school education through diversifying both organizational forms and pre-school instruction and education programs.
In that context, of extreme importance are readiness and incapacitation of future educators not only to recognize different specific needs of children and their families in the local community, but also to analyze what is offered by the local community, what else could be done in terms of support through alternative programs, and what actions should precisely be undertaken to initiate programs in the local community.
Having in mind the framework reach of our title topic, which refers to students' intentions regarding their future entrepreneurship in the educational activity with pre-school children, we approached this problem as a sort of "personal strategy" motivating students to develop, during their studies, inclinations towards self-employment. Since these are intentions of students as unemployed persons, we cannot speak of their "economic behaviour" in the market of goods and services, but exactly of "personal strategies" -as elements of rationality in planning their future actions in the sphere of employment and gaining existential goods (Portes, 1994, p. 426). Entrepreneurial intentions of students (as well as personal intentions of other actors in the market), in terms of their "personal strategies", "has particular analytical importance as a concept of socio-economic strategies" because it makes it possible not only to observe their presumed resources, but also to anticipate their intended actions after their entry into the labour market (Babović, 2009, p. 64).
That is why the central aspect of our further analysis refers to the establishment of the intended, more or less planned behaviour of future educators who -during the research -attended one teacher education college. The theory of planned behaviour in this case was taken as a model by which the research was conducted (Ajzen, 1991). An important place in this theory is held by intention, which is a basic element in explaining behaviour, i.e., which points to a close relationship between intention to behave in a certain manner and its effective performance (Liñán, 2004). In this case, behaviour refers to the effort invested in someone's becoming an entrepreneur. According to Ajzen (1991), when explaining this problem, three factors should be taken into account as key to anticipating behaviour intentions: • Personal attitude -refers to the degree in which a person has a favourable or unfavourable assessment or evaluation of given behaviour. This would imply personal assessment of whether the person would like or not to become an entrepreneur and to what extent it is profitable. • Subjective norm -this refers to the observed social pressure to perform certain behaviour or not. It is an individual's opinion of how persons important to him/ her (most commonly family members of friends) approve or disapprove of their starting a company/an enterprise: Namely, it reflects someone's perception of how positively or negatively they are supported by people in the environment when opening a company/an enterprise. • Perceived behaviour control -it refers to the perception of easy or difficult performance of behaviour and it is supposed to reflect past experiences, as well as anticipation of barriers and obstacles. In this specific case, it refers to whether a person perceives on the basis of own experienced, or to the possibility of predicting whether opening a company/an enterprise will be easy or difficult. A contribution to the intention may be changed depending on the specific situation; the smallest contribution to subjective intention can also lead to the subsequent smaller contribution in the non-standardized sphere of planned entrepreneurial behaviours (Ajzen, 1991).
These cognitive frameworks lead to the aim of our research and the analysis based on it -testing the theory of planned behaviour of students/future educators, taking into account their perception of possible entrepreneurial activity after the completion of their studies.

RESEARCH METHODOLOGY
The data in this research were obtained from the questionnaire (Liñán & Chen, 2009) and for the first time they are published on a sample covering a smaller group of Serbian students. These data may have more significant implications in some future research if a comparative study was conducted in several countries on the basis of the data-collecting questionnaire applied here. Since this is a frequently used standardized questionnaire for assessing entrepreneurial intentions, with good metric characteristics, comparative research would ensure more studious elaboration of entrepreneurial intentions ("inclinations"), not only of students, but also of other actors intending to be involved in entrepreneurial activities.

Respondents
In our sample, we see the respondents as potential entrepreneurs to an extent in which their intentions ("personal strategies") in the labour market (after completed studies) imply starting their own "small business" (Bolčić, 2003, p. 194), although it should be taken into account that every new "small business" is not necessarily of entrepreneurial kind (Drucker, 1991: 46). Having in mind the current social initiative to encourage the opening of smalland medium-sized enterprises in Serbia (as well as the activities in the sphere of educational services), the basis for our sample was the entire student population of basic studies at the College of Vocational Studies for Teacher Education in Novi Sad. Its curricula/programs do not include any subjects/courses that deal with the possibilities of entrepreneurial business and, in general, with economic issues in general. Since female students account for an exceptionally high percentage in the total population of students/future educators, it is not surprising that they account for as many as 96.6% of the sample, out of 117 surveyed students. The female respondents were specified in the following way by their year of study: the first year accounted for 10.3%, the second for 47.0% and the third for 42.7% of the surveyed students. The average age of the students who participated in the survey was 21.2 (± 2,7).

Instrument
For the purpose of research, a questionnaire was used for assessing entrepreneurial intentions (Entrepreneurial Intention Questionnaire -EIQ), whose psycho-metric characteristic have already been confirmed in earlier research (Liñán & Chen, 2009) and which is based on the theory of planned behaviour (Ajzen, 1991). The original questionnaire includes 10 sections, while this research covered the sections referring to latent dimensions separated in the initial research (Liñán & Chen, 2009).
Within the dimension personal attitude, the respondents expressed their agreement in five statements on the seven-degree Likert scale from 1 (I completely disagree) to 7 (I completely agree). Within the dimension of subjective norm, the question was posed about the reaction (from 1 -I completely disapprove, to 7 -I completely approve) of the people in close environment (nuclear family, friends and colleagues) in case someone decides to open his/her own enterprise. The dimension of perceived behaviour control was assessed on the basis of six statements regarding possible agreement, from 1 (I completely disagree) to 7 (I completely agree). The same seven-degree scale was used for assessing the dimension of entrepreneurial intentions on the basis of six statements.

Data processing
The collected data were processed by the application of SPSS 20 Program. By Cronbach's coefficient, internal reliability was established of latent dimensions proposed by the author of the EIQ questionnaire, which are based on Ajzen's theory of planned behaviour (1991). The validity of the data was established by the explorative factor analysis. Pearson coefficient of correlation was used for examining the relation between these selected factors, while the impact of predictor variables on the criterion variable was assessed by applying the regression analysis.

RESEARCH RESULTS
Before the application of the factor analysis, basic checks were made to see whether the conditions for its application were fulfilled. In this sample of the respondents Kaiser-Meyer-Olkin tests is 0.91, while Bartlett's Test Sphericity is extremely high and statistically significant at the level of 0.00. These results also confirm that the data are suitable for the application of the factor analysis. The data about the selected factors and percentage values of the variance are shown in Table 1.
From Table 1 it can be seen that four factors stand out with the values higher than 1. All the factors together account for 80.32% of the variance, out of which goes to the first factor with 57.93 and two other factors with 10.53% and 6.80% respectively.
In Table 2 there are factor loadings for each of the four selected factors. The first include six variables referring to the factor of entrepreneurial intentions, the second to personal attitude (five variables), the third to perceived control (six variables), and the fourth to subjective norm (three variables). It is evident that all the values of the loadings are higher than 0.50, which can confirm the high value of the variability percent. According to the above-displayed, it can be stated that all the variables correspond to the anticipated factor. Moreover, it can be seen that the value of Cronbach's coefficient ranges between 0.87 and 0.98, which suggests good internal consistency.
The coefficients of corelation between the selected factors are shown in Table 3. According to the given data, it can be concluded that the factors correlate highly at the level of statistical conclusion -of 0.00.
After establishing that the factor of entrepreneurial intentions correlates with predictor variables (personal attitude, perceived control and subjective norm), the regression analysis was performed. According to the results shown in Table 4, it can be stated that the predictor variables together account for 55% of the entrepreneurial intention variance. A statistically significant effect was registered in the variables of perceived control (0.00) and personal attitude (0.05).

DISCUSSION
According to the obtained results it can be stated that the applied model of entrepreneurial intentions, based on the theory of planned behaviour, is adequate for this sample of the respondents because theoretically developed scales may be considered reliable and valid. The cumulative variance explained by factor extraction is over 80%, while all the variables belong to expected factors. This result is equivalent to the result obtained in the research conducted by the questionnaire authors (Liñán & Chen, 2009), which further confirms that the applied model is adequate for this sample of the respondents.
It has been established that subjective norm is not significant in the intention of opening one's own company/enterprise, which is in line with the researchers' results from the developed countries (Lee-Ross, 2017). Among the students with a positive attitude and self-confidence towards opting for entrepreneurship, the possibility of achieving such career does not require any approval and support of their friends and family or any influence by others (Lee-Ross, 2017). For that reason, the educational system should be a standfast in the preparation of students for entrepreneurship because the importance of the networking (using business connections) with the support of different business subjects, including chambers of commerce, is brought in question (Lee-Ross, 2017).
The fact that the obtained results are in line with the results of other research allows for the possibility of comparison, and experiences of other educational systems can be used in relation with the implementation of subjects/courses in the current educational system programs in the Republic of Serbia. Furthermore, it is possible to consider in the best possible manner the most efficient role of education in promoting and developing attitudes and intentions regarding entrepreneurship (Liñán, Rodríguez-Cohard & Rueda-Cantuche, 2011). It is desirable that the education program about entrepreneurship can contribute to the development of competences in relation to entrepreneurship, the development of social and civic skills, foreign language learning, accounting training, the development of digital competences, and the development of creative and artistic skills (Do Paco, Ferreira, Raposo, Rodrigues & Dinis, 2011).
A general overview of the presented data indicates that the entrepreneurial intentions of the students/future educators, at least in the surveyed college, are not only desirable, but these students also take quite a substantiated attitude about it being the best option for them in the current social conditions. It has been confirmed that personal attitude is important for entrepreneurial intentions, which means that education and training need to focus more on the changes in personal attitude than on knowledge (Do Paco et al., 2011).
Entrepreneurial education itself is the education taking place in late childhood and adolescence, while it is pronounced in late adulthood (Jovičić-Vuković & Papić-Blagojević, 2018). Entrepreneurial education can be divided into (Farashah, 2013): 1. Learning with the aim of understanding entrepreneurship as an academic discipline; 2. Learning with the aim of acting in the entrepreneurial manner (internal entrepreneurship); 3. Learning with the aim of becoming an entrepreneur. Entrepreneurial education is the task primarily of educational institutions at all levels of education (from pre-school level to the level of doctoral studies), where a particularly important role in the development of entrepreneurial potential is played by a higher education institution attended by an individual, which often constitutes the last stage of formal education before employment. Special attention should be paid to the fact that the social environment in which higher education institutions operate can affect further business behaviour of students, i. e, that it may contribute to increased entrepreneurial potential of students (Fayolle, 2005). According to Subotić (2017), Franke and Lüthje (2004) conclude in their paper that students whose higher education institutions are not sufficiently inspirational regarding entrepreneurship also have a less developed entrepreneurial potential, in contrast to students who attend the institutions that nurture and support entrepreneurship. The role of education institutions in the development of entrepreneurial potential is particularly important and should be directed towards the following aspects (Subotić, 2017): • Development of entrepreneurship and own business; • Support in the building of entrepreneurial culture in society; • Creating a favourable business climate that fosters changes and innovation; • Encouragement and support for the first attempts at doing business through various forms of training; • Providing the support of expert consultants who deal with entrepreneurship. In the entrepreneurial education young people develop many entrepreneurial skills and with such more developed awareness they will not be directed solely towards self-employment or working in the small-and medium-sized enterprises, but they will also be more efficient employees and contribute to better performances of the institutions/enterprises of any size. That is why the question of considering potential entrepreneurship through education is of great importance, including students' inclinations towards entrepreneurship and starting their own business (Todorović, Tekić, Pečujlija, 2012). The above-mentioned indicates that entrepreneurial education is the basis of entrepreneurial potential, while many other studies have shown the relation between entrepreneurial education and entrepreneurial potential of people in the sphere of work.
In Serbia, according to the Law on Business Companies ("Official Gazette of the Republic of Serbia",No. 36/11,99/11,5/15 and 44/18), an entrepreneur is defined as "natural person able to do business and to perform activity for the purpose of gaining income and, as such, has been registered in compliance with the Law on Registration" (Jovičić-Vuković & Papić-Blagojević, 2018). In the Republic of Serbia, entrepreneurship is identified as one of the priority objectives of economic policy (Jovičić-Vuković & Papić-Blagojević, 2018). Nevertheless, some research has shown that not even the existing or potential entrepreneurs in Serbia are recognized and detected by all state institutions. The results of the study of the 2015 Global Entrepreneurship Monitoring (GEM) show that there are two key problems in Serbia: lack of capital and lack of working-entrepreneurial experience (Jovičić-Vuković & Papić-Blagojević, 2018). Moreover, in the publication Youth Entrepreneurship in Serbia -Mapping Barriers to Entrepreneurship (2017), which was also supported by the Government of the Republic of Serbia, three key obstacles were observed for starting own business, which are encountered by young people in Serbia: 1. access to funds and capital for starting own business; 2. complicated and unpredictable fiscal and para-fiscal system; 3. getting information and practical skills (Jovičić-Vuković & Papić-Blagojević, 2018). This is the aim of emphasizing the recommendations that call for the need to invest efforts in the improvement of the business environment currently being overburdened by frequent changes of legal regulations and by inadequate control of business operations (Jovičić-Vuković & Papić-Blagojević, 2018), such as: better access to financial funds, improvement of personnel potential, improvement of competitiveness, more intensive development of women and youth entrepreneurship etc. (Jovičić-Vuković & Papić-Blagojević, 2018). In addition, it should be emphasized that there is a number of projects directed towards supporting youth entrepreneurship through different funds and educational programs, but they are most frequently not properly coordinated. According to Jovičić-Vuković and Papić-Blagojević (2018), the framework of entrepreneurial education in the Republic of Serbia is given by the Law on Primary Education and Upbringing, the Law on Secondary Education and Upbringing and the Law on Adult Education, as well as the Strategy of Professional Education Development in the Republic of Serbia, the National Youth Strategy for the period 2015-2025, as well as similar documents at the local level that encourage entrepreneurial education. These acts also lead to the recommendations for the possibility of improving entrepreneurial orientation in higher education in several ways: by improved entrepreneurial education, by developing entrepreneurial orientation among students and teachers and in the organization of higher education institutions themselves.
The role of higher education institutions also implies broadening and deepening students' previously gained entrepreneurial knowledge and skills, but also to put them into the function of social practice. It is possible to achieve by promoting entrepreneurial culture, innovativeness and creativity of students and teaching staff, as well as by creating conditions for the cooperation with trade, i.e., by ensuring the connection between theory and practice, where the commercialization of ideas would be particularly encouraged. Starting business incubators inside higher education institutions, motivating teaching staff and students to cooperate and conduct joint innovative projects and entrepreneurial ventures, joint application for different support programs for entrepreneurship and other activities can also be catalysts of the development of students+ entrepreneurial potential.
Having in mind that our respondents do not have special curricula/program contents about entrepreneurship and its advantages in the market way of doing business, a question arises as to the actual origin of such almost unquestionable option for own "perception" of oneself in the sphere of entrepreneurial business. The answer leads to reasoning in minimum three directions.
First, socio-economic transition -from the former socialist (command-planned) method towards the market (entrepreneurial) method of doing business -ha largely tipped the scales in the latter direction, i.e., "new entrepreneurship" in the Serbian society (Bolčić, 1994, p. 101;Milošević, 2004, p. 352). It means that in that society there are more and more young generations that do not perceive entrepreneurship as "uncertain future", but as a chance to face the challenges in the service market and to assume responsibility for making a living. The above-listed data illustrate a much weaker support of the family in comparison to that of colleagues and peers in their intention to start their own business after completing studies. It could be stated that the respondents from our sample have a solid life experience about the importance of entrepreneurship, gained by living in the family and socializing with the people from their environment, but also thanks to the media openness to debates about socio-economic trends -which, at least in their own perception, supports their self-confidence and decision to be inclined towards entrepreneurial business. Taking into account that the educational profession is largely "feminized" (which is indicated by the data from our research as well), it may be rightfully expected that "women's entrepreneurship" will also be expanding in the future (Markov & Stanković, 2008, p. 73) Second, that is why there is such a high share (9/10) of the respondents/students of the surveyed college for teacher education who see greater opportunities in own entrepreneurship (to do what they are educated for, to have good earnings and to achieve personal and professional satisfaction), instead of "queuing" for a job in the state-owned sector. This is what refers to their experiential realization that they have few chances to find "a safe job in their profession" in this sector, with the anticipated "modest" earnings.
Third, the above-listed data still point to the "intentions" (something "waiting for them") and not to actual "economic "behaviours" of the respondents, and it would be cognitively interesting to follow up in the future whether (and how) those intentions will be realized after the completion of schooling/studies. In any case, no matter whether those are educators' intentions or their actual "economic behaviour", educators (since this is an extremely humanist vocation/profession) largely strive for the world of "small business" and entrepreneurship (in the Serbian society as well). For this, the need minimum basic knowledge which can be adequately provided by the educational process preparing them systematically for their future role in society.

CONCLUSION
In the previous analysis, we approached the problem of entrepreneurship from socio-economic and socio-psychological perspectives in order to show the research results about current students' personal readiness for their potential future entrepreneurial business. This is the research into the intentions ("inclinations") of the students of a vocational college for teacher education in terms of their readiness to gain basic entrepreneurial knowledge and to think about their future "jobs" during their studies.
The introductory section defines specific features of entrepreneurship to an extent in which the basic cognition framework can be applied to the understanding of our interest in the title topic -in order to see that the discussed research segment is not independent of broader social conditions and a broader cognition context about the place of entrepreneurship in modern societies and personal inclinations towards that type of activity. It is on this part that -in the second section -the applied methodology relies, in particular the selection of Ajzen's theory of planned behaviour and the questionnaire for data collection used by Liñán and Chen (2009), which are important for surveying entrepreneurial intentions in personal behaviour.
The concluding par sums up the collected and analyzed data about entrepreneurial intentions of the students of one teacher education college. Here, the observed relations from the research are justified, which indicate that relying on entrepreneurship has become deeply rooted in the Serbian society as well, and that young generations of educators see their future employment/professional opportunity in their own entrepreneurship. Namely, the respondents are above average oriented towards that manner of doing business; they are almost confident that they can organize their own "enterprises" (although they still do not acquire more systematic knowledge within regular teaching programs/curricula); in their personal intentions, they are much more supported by their colleagues and friends/peers than by their families, and they expect the future entrepreneurial way of doing business to provide sufficient job/professional satisfaction.
In the final consideration, it is stated that the collected data about entrepreneurial "inclinations" of students/educators are exclusively the data about their attitudes to something "waiting for them" and not an actual form of their "economic behaviour" (in which they do not actually participate yet). That is precisely why it is emphasized that in educational programs/curricula for this (semi)profession, adequate contents about entrepreneurship should be included.