The research objective was to reveal how Social Studies teachers perceive the concept of entrepreneurship and how teachers relay concept-related information. This study utilized a basic qualitative research design. The study group consisted of 14 and 10, respectively, social studies teachers employed in Kars and Bayburt city centers in the fall semester of the 2020-2021 academic year. His study utilized a semi-structured interview form to collect the research data. Semi-structured interviews enable the collection of qualitative data from the participants, which was then transferred to the technological setting and subjected to inductive content analysis. Considering the findings on “the concept of entrepreneurship,” teachers characterized it as creating something, taking risks, contributing to production, being brave and assertive, and utilizing opportunities. Regarding "teachers' views on whether they consider themselves entrepreneurs," 41.6% of the teachers identified themselves as entrepreneurs, whereas 33.3% stated as not entrepreneurs. Additionally, 25% of the participant teachers claimed to be 'partially' entrepreneurs. Participants in both the Kars and Bayburt provinces asserted their engagement with significant activities to increase their students' entrepreneurial skills in response to the research findings on "teachers' views on activities that will provide students with entrepreneurial skills. The Social Studies teachers participating in the current study asserted that they could not allocate enough time to entrepreneurship-related practices due to their intense curriculum and few hours allotted for Social Studies courses. As a result, increasing the Social Studies course hours might reflect the relevance and practicality of entrepreneurial skills.

Entrepreneurship, skill, teacher, social studies.