Abstract
This study explores the perceptions of teachers at Solano High School regarding entrepreneurship as a viable post-retirement option. Grounded in the Theory of Planned Behavior and the Continuity Theory of Aging, the research examines how personal and professional profiles influence teachers' readiness and interest in transitioning from classroom management to business management. Using a descriptive-comparative quantitative design, data were collected from 116 randomly selected teacher-respondents through a validated survey instrument. Results revealed a generally high interest in entrepreneurship, with consultancy/tutorial services and food businesses as the most preferred ventures. Financial capital emerged as the most significant support needed. Statistical analysis found no significant differences in entrepreneurial perceptions based on age, sex, civil status, education, or business background, though monthly savings significantly influenced the type of support needed. The findings suggest that while many teachers are motivated and confident in starting a business after retirement, financial preparedness plays a pivotal role. The study recommends tailored training programs and financial support mechanisms to help educators successfully pursue entrepreneurship in their retirement years.
