




































BANGLADESH JOURNAL OF MULTIDISCIPLINARY SCIENTIFIC RESEARCH 10(4) (2025), 11-19 

11 

        MULTIDISCIPLINARY SCIENTIFIC RESEARCH 
          BJMSR VOL 10 NO 4 (2025) P-ISSN 2687-850X E-ISSN 2687-8518 

         Available online at https://www.cribfb.com 

     Journal homepage: https://www.cribfb.com/journal/index.php/BJMSR 

                                                                                                                                                                                                    Published by CRIBFB, USA 
                                                                                                                                     

AGRIPRENEURIAL INTENTIONS AMONG BUSINESS STUDENTS: 

THE ROLE OF TEACHERS’ ENTREPRENEURIAL LEADERSHIP, 

CREATIVITY, AND SELF-EFFICACY                      
                                           

 Kelhoukhrietuo Nagi (a)1     Dhrubajyoti Bordoloi (b)   Perumalraja Ramalingam (c)   Mani Ramasamy (d)   

Haithonlo Kath (e)   
 

(a) Research Scholar, Department of Management, Nagaland University, Kohima Campus Meriema, Nagaland, India; E-mail: 

kelhoukhrietuo@gmail.com 
(b) Assistant Professor, Department of Commerce, Nagaland University, Kohima Campus Meriema, Nagaland, India; E-mail: 

dhruba42@nagalanduniversity.ac.in 
(c) Assistant Professor, Department of Commerce, Nagaland University, Kohima Campus Meriema, Nagaland, India; E-mail: 

perumalrajares@gmail.com 
(d) Assistant Professor, Department of Management, Nagaland University, Kohima Campus Meriema, Nagaland, India; E-mail: 

maniramasamy@nagalanduniversity.ac.in 
(e) Research Scholar, Department of Management, Nagaland University, Kohima Campus Meriema, Nagaland, India; E-mail: 

haithonlokath@gmail.com 

 
        

 
A R T I C L E I N F O 

 
 

Article History: 

 

Received: 20th February 2025 

Reviewed & Revised: 20th February 

to 10th June 2025 
Accepted: 15th June 2025 

Published: 20th June 2025 

 
Keywords: 
 

Agripreneurship, Agripreneurial Intention, 

Agripreneur, Creativity, Self-Efficacy, 

Teachers’ Entrepreneurial Leadership 

 
JEL Classification Codes: 

 

      Q0, Q130, Q190 

       

 

      Peer-Review Model:  

 
      External peer review was done through  

      double-blind method.        

 
A B S T R A C T      

 
Agripreneurship has received increased attention in recent years as a solution to youth unemployment 

and rural development, particularly in regions like Nagaland, where agriculture plays a significant role 

in the economy.  Despite the incorporation of entrepreneurship education in the academic curriculum, 

its influence on the students remains unclear. This study examines the effect of Teachers' Entrepreneurial 

Leadership, along with Students' Creativity and Self-Efficacy, on agripreneurial Intention among 

business studies students in Nagaland. The study employed a simple random sampling method to collect 

primary data using structured questionnaires from 250 students enrolled in BBA and MBA programs 

from the five institutions offering business studies courses in Nagaland. Statistical tools, such as 

Cronbach's alpha reliability test, Correlation, and Regression analysis, were employed to analyze the 

collected data.  The study findings indicate a positive and significant correlation between Agripreneurial 

Intention and Teachers’ Entrepreneurial Leadership (r = 0.338), Creativity (r = 0.368), and Self-efficacy 

(r = 0.376), with p-values < 0.01. Regression analysis showed that the model explained 21.4% of the 

variance in Agripreneurial Intention (R² = 0.214), with a statistically significant value model (F = 

22.365, p < 0.01). Self-efficacy emerged as the strongest contributor (β = 0.419), followed by Teachers’ 

Entrepreneurial Leadership (β = 0.372) and Creativity (β = 0.247). The study concludes that although 

business students in Nagaland generally exhibit a positive intention towards agripreneurship, not all the 

relevant factors influencing agripreneurial Intention were captured. 

 
 

© 2025 by the authors. Licensee CRIBFB, USA. This open-access article is distributed under the 
terms and conditions of the Creative Commons Attribution (CC BY) license 

(http://creativecommons.org/licenses/by/4.0).  
            

 

INTRODUCTION 

Agripreneurship is the transformation of farming activities into a business by utilizing innovative ideas and methods to 

enhance productivity and profitability (Rao & Kumar, 2016). It plays a crucial role in the development of rural areas by 

increasing job opportunities and improving income levels (Mehta, 2012). The majority of India's population resides in rural 

areas and relies significantly on the agricultural sector for both employment and livelihood. Agriculture and allied sectors 

form the foundation of the Indian economy, as they engage more than 50% of the workforce and contribute approximately 

21% of the country's Gross Value Added (GVA). This sector accounts for approximately 14-20 percent of the country's total 

GDP (Chand, 2019). Recognizing the potential of this sector, countries have come to realize the importance of creating an 

environment that encourages entrepreneurship among young people (Devonish et al., 2010). Society and the government 

                                                      
1Corresponding author: ORCID ID: 0009-0003-9556-8466 
© 2025 by the authors. Hosting by CRIBFB. Peer review is the responsibility of CRIBFB, USA.  

https://doi.org/10.46281/wc451233 

 
To cite this article: Nagi, K., Bordoloi, D., Ramalingam, P., Ramasamy, M., & Kath, H. (2025). AGRIPRENEURIAL INTENTIONS AMONG BUSINESS 

STUDENTS: THE ROLE OF TEACHERS’ ENTREPRENEURIAL LEADERSHIP, CREATIVITY, AND SELF-EFFICACY. Bangladesh Journal of 

Multidisciplinary Scientific Research, 10(4), 11-19. https://doi.org/10.46281/wc451233 

mailto:maniramasamy@nagalanduniversity.ac.in
mailto:haithonlokath@gmail.com
http://creativecommons.org/licenses/by/4.0/)
http://creativecommons.org/licenses/by/4.0/)
https://www.openaccess.nl/en
https://doi.org/10.46281/wc451233
https://orcid.org/0009-0003-9556-8466
https://orcid.org/0000-0003-4354-3331
https://orcid.org/0000-0002-7190-6382
https://orcid.org/0000-0003-0638-6146
https://orcid.org/0009-0009-5417-7438


Nagi et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(4) (2025), 11-19

 

12 

are encouraging the youths to take up agripreneurship to maximize the supply of locally produced foods (Mohammad et al., 

2023). A key step in promoting entrepreneurship in the country is to understand the intentions of educated youths (Singh & 

Mpanme, 2023). 

Intention is the desire or commitment of a person to do something in the future. Having the Intention to become an 

agripreneur is a sign of a person's interest in engaging in agri-entrepreneurship (Suwanan, 2021). However, Intention alone 

is not enough. Studies show that acquiring entrepreneurial competencies through education and training is also critical to 

initiating and sustaining a business (Masoomi et al., 2016). 

Academic institutions have, therefore, incorporated entrepreneurship development into the academic curriculum, 

as it is considered one of the best solutions to address unemployment issues (Chaudhry et al., 2023).  Atchoarena and Holmes 

(2005) have further emphasized the importance of an agripreneurship curriculum in academics to encourage the younger 

generation to be involved in agriculture and allied activities. This is why universities, in collaboration with the government, 

are investing more effort in creating an entrepreneurial environment that fosters innovation and new ideas among students 

(Sher et al., 2017). For instance, students in Nigerian universities are required to study entrepreneurship courses due to their 

importance and to develop entrepreneurial skills before graduation (Ikuemonisan & Akinbola, 2021).  

Nevertheless, there are concerns that students are only taught how to start their business in theory rather than being 

prepared to pursue entrepreneurship in real life (Kirby, 2004). Skilled and qualified teachers, along with effective leadership, 

become crucial for providing an adequate education (Jones & Iredale, 2010; Sagar, 2013). Despite its importance, few 

studies specifically examine the influence of entrepreneurial leadership skills on shaping students' entrepreneurial intentions 

in the agricultural sector (Leffler, 2020). 

Hence, this study aims to address the following research question: What is the level of agripreneurial Intention 

among business studies students in Nagaland? Second, does teachers' entrepreneurial leadership influence students' 

agripreneurial Intention? Third, do students' Creativity and self-efficacy have a significant effect on their agripreneurial 

Intention?  

Thus, the purpose of this study is to ascertain how the agripreneurial Intention (AI) of Nagaland business studies 

students is impacted by their teachers' entrepreneurial leadership (TEL). It also looks at how students' self-efficacy and 

Creativity affect their Intention to pursue agribusiness. As a result, the literature reviews in Section 2 were carried out, 

followed by the materials and methods in Section 3, the study results in Section 4, the discussions in Section 5, and the 

conclusions in Section 6. 

 

LITERATURE REVIEW 

Teachers’ Entrepreneurial Leadership (TEL) and Agripreneurial Intention (AI) 

Inspiring students to pursue entrepreneurship as a career is made possible by teachers who exhibit entrepreneurial leadership 

traits because they are constantly inventive and creative in their instruction (Suyudi et al., 2020). Entrepreneurial teachers 

are dynamic leaders who place more emphasis on opportunities than difficulties (Leffler, 2020). Through their innovative 

and adaptable teaching methods, they encourage students to think critically, make connections between concepts for deeper 

learning, and develop entrepreneurial attitudes and behaviors (Joensuu-Salo et al., 2021). Entrepreneurial leadership inspires 

people to put in extra effort and work hard, just like the other types of leadership. Its flexibility and emphasis on innovation, 

however, make it memorable because it allows people to adapt and react to unforeseen changes or new challenges in their 

surroundings (Surie & Ashley, 2008). According to Renko et al. (2015), entrepreneurial leadership involves leading and 

inspiring a group of people to achieve their objectives by capitalizing on new opportunities. Therefore, it is possible to view 

teachers' entrepreneurial leadership as a dynamic approach wherein they act as creative leaders who focus on opportunities 

and motivate students through their inventiveness and flexibility. According to  Diegoli and Gutierrez (2018), students who 

receive practical guidance and inspiration from their teachers through real-world entrepreneurial experience are more likely 

to pursue entrepreneurship themselves. Teacherpreneurship and entrepreneurial passion are important mediators in the 

relationship between entrepreneurial leadership and students' entrepreneurial goals, according to recent studies by Hassona 

et al. (2023) and Li and Huang (2023). Entrepreneurial aspirations are influenced by various factors, including mentors, role 

models, and educational settings (Bosma et al., 2012). In the context of Agripreneurship, while no studies have directly 

linked teachers' entrepreneurial leadership to agripreneurial Intention, Dobermann and Nelson (2013) pointed out that agro-

entrepreneurs' management abilities, especially in self-management, are the primary focus of agro-entrepreneurship 

leadership. By improving performance and fostering increased participation of young male and female entrepreneurs in the 

rice and maize subsectors, agripreneurial leadership in Europe played a crucial role in advancing sustainable agribusiness 

and rural development. On the other hand, Suwanan and Allya (2023) discovered that while teachers' and other parties' 

influence can support and enhance young people's entrepreneurial aspirations, it has little effect on their decision to pursue 

agribusiness. However, a person's Intention to become an agripreneur is significantly influenced by their level of education. 

Therefore, encouraging students to view agripreneurship as a feasible career path requires the right leaders and curriculum 

in schools and colleges (Asiyanbola et al., 2024).  

 

Creativity and AI  

Creativity is a person’s ability to think of new ideas and identify new opportunities, enabling the creation of innovative 

solutions (S. Wang et al., 2018). It involves creating unique and original products, methods, or approaches (Hsu et al., 2014) 

and helping businesses grow rapidly by uncovering new and innovative ideas (Berglund & Wennberg, 2006). Entrepreneurs 

think differently to come up with new and unique ideas (Sarooghi et al., 2015). Creativity is a dynamic trait that needs to be 

encouraged among people to foster entrepreneurship (Murad et al., 2021). Existing entrepreneurial literature suggests that 

Creativity is an essential element of entrepreneurial personality (Zampetakis & Moustakis, 2006). Encouraging Creativity 



Nagi et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(4) (2025), 11-19

 

13 

in youths will not only inspire them to develop an intention for entrepreneurship but also help them to bring new and 

innovative ideas (Koellinger, 2008). A key agripreneurial characteristic among young graduates in Nigeria is found to be 

Creativity, reflecting high levels of innovation and serving as a powerful tool to combat poverty and hunger (Aribifo et al., 

2019). Young people who consider themselves more creative have higher entrepreneurial intentions (Zampetakis et al., 

2011). Likewise, numerous studies have found both direct and indirect influences of Creativity on entrepreneurial Intention 

(Biraglia & Kadile, 2017; Hu et al., 2018; Law & Breznik, 2017; Liang et al., 2019; Saeed et al., 2018). However, it does 

not necessarily mean it influences how prepared a person is to start a business (Chia & Liang, 2016). Some studies have 

concluded that Creativity does not have a substantial impact on people's Intention to become entrepreneurs (Van Gelderen 

et al., 2008). Being creative alone is not enough for a person to become an entrepreneur (Bignetti et al., 2021). 

 

Self-Efficacy and AI 

Self-efficacy plays a crucial role in guiding human behavior (Bandura, 1982). It is critical for making effective and sound 

decisions (Bandura, 2014). Self-efficacy has a strong influence on a person’s choice of action, effort exertion, persistence 

in overcoming challenges, and overall success in task performance(Bandura & Wessels, 1997; Dwyer & Cummings, 2001). 

A person with high self-efficacy for a specific task is more likely to start and persist in that task compared to others who 

doubt their abilities (Bandura & Wessels, 1997). Entrepreneurial self-efficacy refers to an individual's belief in their ability 

to perform an entrepreneurial task and achieve it (Chen et al., 1998; Kickul et al., 2008; McGee et al., 2009). A strong sense 

of self-efficacy positively influences university students to pursue agripreneurship as a career option (Pihie & Bagheri, 

2013). Enhancing women’s entrepreneurial self-efficacy is a key factor in encouraging more women to start their 

agribusiness (Kickul et al., 2008). Ephrem et al. (2021) in their study highlighted that psychological capital variables such 

as self-efficacy, hope, optimism, and resilience influence agripreneurial Intention. (Solesvik, 2017) also stated that students 

are more confident in their ability to succeed as an agripreneurship when they have higher agripreneurial self-efficacy.  The 

impact of covert behavioral control on starting an agribusiness, as studied by Wee and Ting (2024), suggests the need to 

strengthen internal motivation, such as self-efficacy, among youths. 

The primary objectives of this study are threefold: first, to examine the extent to which business studies students 

in Nagaland intend to engage in agripreneurial activities; second, to assess the influence of teachers’ entrepreneurial 

leadership on students’ agripreneurial Intention; and third, to evaluate the effect of students' Creativity and self-efficacy on 

their agripreneurial Intention. This study, therefore, considers the following hypotheses. 

 

H1: There is no significant correlation between the independent variables (TEL, Creativity, Self-efficacy) and dependent 

variable (AI) 

H2: There is no significant predictive effect of TEL, Creativity, and Self-efficacy on AI among business studies students in 

Nagaland. 

 

Conceptual Framework 

 

 

 

  

 

 

 

 

 

Figure 1. Conceptual Framework 

 

MATERIALS AND METHODS 

Population and Samples 

The respondents for this study were business studies students enrolled in BBA and MBA programs in Nagaland. They were 

specifically chosen for this study because business education equips individuals with the right skills and knowledge to 

succeed as entrepreneurs in addressing unemployment issues (Odike & Nnaekwe, 2019), and most entrepreneurs develop 

the Intention to start their business at an early stage of life (Fuller et al., 2018). Thus making them ideal for this study. 

Primary data was collected from 250 students using simple random sampling from the five institutes that offer business 

courses in Nagaland.  

 

Research Instrument 

The structured questionnaire used in this study comprised five sections (S0, S1, S2, S3, S4). The first section (S0) focused 

on the respondents' demographic information, including age, gender, education level, and parental profession. The second 

section (S1) assessed the students' perceptions of Teachers' Entrepreneurial Leadership using eight items adapted from a 

study by Zhou and George (2001), which included thirteen items to assess Creativity in the third section (S2). With seven 

items, the fourth section (S3) assessed self-efficacy, primarily using the scales created by Ephrem et al. (2019) and Ephrem 

et al. (2021). Lastly, 12 items modified from Ephrem et al. (2021) were used in the fifth section (S4) to evaluate students' 

agribusiness intention. Items from every section were rated on a 5-point Likert scale to capture the participants' opinions 

and perceptions.  

Self–Efficacy   

Creativity 

  

Teachers’ Entrepreneurial Leadership (TEL) 

AI 



Nagi et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(4) (2025), 11-19

 

14 

Collection of Data 

Structured Google Forms questionnaires with multi-item scales were used to collect in-depth answers through the online 

data collection process. A simple random sampling technique was used to ensure a representative sample of participants. 

The questionnaire was distributed to students in August 2024, and a total of 250 responses were received and analyzed. 

 

Data Analysis 

The relationship between dependent variables (AI) and each independent variable (TEL, Creativity, Self-efficacy) was 

examined in this study. To thoroughly investigate the relationship between these variables, multiple statistical analyses were 

conducted, including Cronbach's alpha reliability test, Correlation, and regression analyses. The results are summarized in 

Tables 1 to 4, which present the reliability assessment, hypothesis tests, Pearson correlation coefficients, analysis of variance, 

and linear regression outcomes, providing a clear summary of the key outcomes of the study.  

 

RESULTS 

Cronbach’s Alpha Reliability Test 

Nunnally (1978) suggested that Cronbach's alpha value up to 0.6 is acceptable for measuring reliability, while Trevena et 

al. (2013) asserted that values of 0.70 or higher indicate a strong level of adequacy. In this study, Cronbach's alpha values, 

as shown in Table 1, ranged from 0.855 to 0.948, demonstrating the reliability of the measures used. 

 

Table 1. Reliability analysis for each variable 

 
Construct Items Cronbach’s Value 

 TEL S1.1, S1.2, S1.3, S1.4, S1.5, S1.6, S1.7, S1.8 0.855 

Creativity S2.1, S2.2, S2.3, S2.4, S2.5, S2.6, S2.7, S2.8, S2.9, 

S2.10, S2.11, S2.12, S2.13 

0.881 

Self-efficacy S3.1, S3.2, S3.3, S3.4, S3.5, S3.6, S3.7 0.898 

AI S4.1, S4.2, S4.3, S4.4, S4.5, S4.6, S4.7, S4.8, S4.9, 

S4.10, S4.11, S4.12 

0.948 

 

Table 2. Hypothesis testing result 

 
Hypothesis Statement Test Used Result p-value Decision 

H1 There is no significant correlation between the 

independent variables (TEL, Creativity, Self-

efficacy) and dependent variable (AI) 

Pearson 

Correlation 

r = 0.338, 0.368, 0.376 < 0.01 Rejected 

H2 There is no significant predictive effect of TEL, 

Creativity, and Self-Efficacy on AI among 

business studies students in Nagaland. 

Multiple 

Regression 

β = 0.372, 0.247, 0.419; R² 

= 0.214 

< 0.01 Rejected 

 

Correlation and Regression 

The correlation coefficient between TEL and AI is found to be 0.338 in Table 3, with a p-value of 0.00 < 0.01, reflecting a 

moderate positive association. Likewise, the correlation coefficients for Creativity and AI, and Self-efficacy and AI, are 

0.368 and 0.376, respectively, both with p-values of 0.00 < 0.01, indicating statistically positive relationships with 

AI. Therefore, the null hypothesis stating that there is no significant correlation between the independent variables (TEL, 

Creativity, and Self-efficacy) and dependent variable (AI) is rejected, as shown in Table 2.  

 

Table 3. Output of Pearson Correlation Coefficient 
 

 

Source: Researchers’ calculation. 
Note: Correlation is significant at the 0.01 level (2-tailed) 

 

The results from Table 4 indicate that the multiple correlation coefficient (R) of 0.463 corresponds to an R-squared 

value of 0.214, meaning that 21.4% of the variability in Agripreneurial Intention (AI) is explained by the predictors of 

Teachers' Entrepreneurial Leadership (TEL), Creativity, and Self‐efficacy. Consequently, the remaining 78.6% of the 

variance in AI must be attributed to other factors not included in this model. Moreover, the adjusted R-squared of 0.205 

confirms that, after accounting for model complexity, approximately 20.5% of the variability in AI can still be reliably 

predicted by the combined effects of TEL, Creativity, and Self‐efficacy, underscoring the substantive, albeit partial, 

explanatory power of these independent variables. With a p-value of 0.000 (p < 0.01), the model is statistically significant 

Correlations 

 TEL Creativity Self-efficacy AI 

TEL Pearson Correlation 1 .432** .315** .338** 

Sig. (2-tailed)  .000 .000 .000 

Creativity Pearson Correlation .432** 1 .496** .368** 

Sig. (2-tailed) .000  .000 .000 

Self-efficacy Pearson Correlation .315** .496** 1 .376** 

Sig. (2-tailed) .000 .000  .000 

AI Pearson Correlation .338** .368** .376** 1 

Sig. (2-tailed) .000 .000 .000  



Nagi et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(4) (2025), 11-19

 

15 

and shows a significant predictive effect. Therefore, the null hypothesis stating that there is no significant predictive effect 

of TEL, Creativity, and Self-efficacy on AI among business studies students in Nagaland is rejected, as shown in Table 2. 

 

Table 4. Regression Result 

 
Variable Coefficient (β) Sig. F Sig. R R Square Adjusted R Square 

Constant 10.903 .000  
 

22.365 

 
 

.000 

 
 

0.463 

 

 
 

0.214 

 
 

0.205 
TEL 0.372 .003 

Creativity 0.247 .014 

Self-efficacy 0.419 .001 

 
Source: Researchers’ calculation. 

Note: Dependent Variable: AI 

 

The ANOVA results presented in Table 4, with an F-value of 22.365, demonstrate statistical significance, indicating 

that the combined effects of TEL, Creativity, and Self-efficacy substantially contribute to predicting AI. The regression 

coefficients for each predictor variable are outlined in Table 3, leading to the following regression equation for AI: 

 

AI = βConstant + βTEL + βCreativity + βSelfefficacy 

=10.906 + 0.372TEL + 0.247Creativity + 0.419Selfefficacy 

 

The estimated equation reveals that Teachers’ Entrepreneurial Leadership (TEL), Creativity, and Self-efficacy each 

maintain a moderate positive relationship with Agripreneurial Intention (AI), suggesting that these factors collectively foster 

a meaningful level of AI among students. In particular, Self‐efficacy emerges as the most influential predictor: holding TEL 

and Creativity constant, a one‐unit increase in Self‐efficacy is associated with a 0.419‐unit rise in AI. TEL and Creativity 

likewise contribute positively, with coefficients of 0.372 and 0.247, respectively, but neither exceeds the impact of Self‐

efficacy, underscoring its primary role in shaping students’ agripreneurial intentions. 

 

DISCUSSIONS 

To investigate how Teachers' Entrepreneurial Leadership (TEL), Creativity, and Self-efficacy affect Agripreneurial Intention 

(AI) among Nagaland business studies students, the study tested two null hypotheses. According to the first hypothesis (H1), 

AI and the independent variables do not exhibit a significant correlation. Since correlation analysis revealed significant 

positive relationships between TEL, Creativity, self-efficacy, and AI, this hypothesis was rejected. 

According to the second hypothesis (H2), TEL, Creativity, and Self-efficacy have no significant predictive influence 

on AI. This hypothesis was also rejected, as regression analysis showed that the model was statistically significant and AI 

was significantly predicted by all three independent variables, with Self-efficacy being the most potent predictor, followed 

by TEL and Creativity.  

The moderately positive Correlation of TEL with AI aligns with previous studies by Asiyanbola et al. (2024) and 

Benawa (2018), indicating that educators who demonstrate entrepreneurial behaviors may significantly influence students 

to pursue agripreneurship as a career option. Similar conclusions were drawn by Suyudi et al. (2020), who emphasized that 

entrepreneurial leadership and a supportive learning environment help students develop a positive attitude towards 

agripreneurship, and with the proper teaching and guidance, learners become empowered, and they feel more confident and 

capable, which help them to overcome personal weaknesses and develop a more agripreneurial approach to farming. 

Similarly, the positive correlations between Creativity and self-efficacy and agripreneurial Intention are also in line 

with what other studies have found (Bignetti et al., 2021; Chen et al., 1998; Coughlan, 2015; Kickul et al., 2008; Pihie & 

Bagheri, 2013; Sarooghi et al., 2015; Q. Wang et al., 2023) which shows that these relationships are consistent across a 

variety of study settings. 

The substantial impact of self-efficacy on agripreneurial Intention suggests that students' belief in their capabilities 

plays a crucial role in motivating them to pursue agripreneurship. This aligns with the Theory of Planned Behaviour (TPB), 

particularly its antecedent, Perceived Behavioral Control (PBC), which reflects an individual's perception of how easy or 

difficult it is to perform a behavior (Ajzen, 1991). Previous studies, such as those by Ephrem et al. (2021) and more recently 

by Wee and Ting (2024), have shown that higher self-efficacy is positively linked to youths’ agripreneurial Intention. 

Although Nagaland has the lowest number of enterprises among the Northeastern states of India (Oniya, 2024), the 

findings of this study indicate that students in Nagaland generally hold a positive intention toward agripreneurship, as each 

independent variable (TEL, Creativity, and Self-Efficacy) showed a moderately positive association with agripreneurial 

Intention. This aligns with the study by Jamir and Jha (2020), which reported that king chili growers in Nagaland exhibited 

a medium level of entrepreneurial behavior. 

Despite these positive relationships, the regression analysis findings in this study are associated with a relatively 

low adjusted R-square of 20.5%, indicating that only a limited proportion of variance in the dependent variable is explained 

by the model's independent variables; this result aligns with previous research on the perception of students on teachers’ 

leadership by Gao et al., (2024). While TEL, Creativity, and Self-efficacy are significant contributors, they do not account 

for most of the variation in student scores. Indicating a possibility that the correlation and regression models employed may 

not fully capture all relevant factors influencing students to become agripreneurs (Bignetti et al., 2021), potentially omitting 

other significant variables that could enhance the assessment. 

 



Nagi et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(4) (2025), 11-19

 

16 

CONCLUSIONS 

This study examines the significant yet limited impact of Teachers' Entrepreneurial Leadership, Creativity, and Self-Efficacy 

on the agripreneurial intentions of business students in Nagaland. This research contributes to the entrepreneurial literature 

by explaining these dimensions within an agricultural framework and providing insights from a region of the country that 

has been less explored (Kumar & Konyak, 2023). Although the above traits are significant, the minimal variance explained 

by the model shows the complex nature of agripreneurial intention development. Therefore, it is essential to consider a wider 

array of influences, including external, environmental, and cultural factors, to educate a future generation of agripreneurs 

effectively.  

Future research should extend beyond the current study's focus, as the present study was conducted with a special 

focus on business studies students in Nagaland. As a result, the findings of this study may not apply to individuals from 

other educational backgrounds or regions. Additionally, future studies should consider exploring the impact of other external 

and personality factors on agripreneurial Intention, which would provide a more inclusive and thorough understanding of 

the subject. The mediation and moderation effects of various underlying variables could also be explored in future studies. 

Employing longitudinal study designs and mixed-method approaches could also yield a more comprehensive understanding 

of the factors influencing agripreneurial Intention. 

Based on the results of this study, we suggest that educational institutions support teachers in strengthening their 

entrepreneurial leadership skills by providing training and resources, as it can boost agripreneurial intentions among 

students. It is also recommended that educational institutions should focus on enhancing students' Creativity and self-

efficacy through targeted programs and activities. Drawing on the insights of Singh and Mpanme (2023), integrating more 

entrepreneurship-centered courses into academic institute curricula, along with organizing programs to develop 

entrepreneurial skills, would offer continuous support and foster agripreneurial intentions among students, encouraging 

them to consider agripreneurship as a career option. Universities, policymakers, and government bodies also need to enhance 

activities related to Teachers' Entrepreneurial Leadership (TEL), Creativity, and self-efficacy to cultivate greater 

agripreneurial intentions (AI) among business students. 

 
 

Author Contributions: Conceptualization, K.N. and D.B.; Methodology, K.N. & P.R.; Software, D.B. & M.R.; Validation, D.B. and P.R.; Formal Analysis, 

K.N. and H.K.; Investigation, K.N. and M.R.; Resources, K.N. and  H.K.; Data Curation, P.R. and M.R.; Writing – Original Draft Preparation, K.N. and 
D.B.; Writing – Review & Editing, K.N.; Visualization, K.N. and H.K.; Supervision, D.B.; Project Administration, P.R. and M.R.; Funding Acquisition, 

K.N. and H.K. Authors have read and agreed to the published version of the manuscript.  

Institutional Review Board Statement: Ethical review and approval were waived for this study, due to that the research does not deal with vulnerable 
groups or sensitive issues. 

Funding: Authors received no funding for this research.  

Acknowledgment: This research is part of the first author’s Ph.D. work at Nagaland University, Kohima Campus, Meriema, India. 
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study. 

Data Availability Statement: The data presented in this study are available on request from the corresponding author. The data are not publicly available 

due to restrictions. 
Conflicts of Interest: The authors declare no conflict of interest.                                                                                                                                                                                                                                   
 

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