Companies are the engine of the German economy. They create jobs and also make an important contribution to overcoming social challenges such as social problems or climate change with their innovations. However, they are also criticised for contributing to these problems. This critical perspective, as indicated by various textbook and curriculum analyses, seems to predominate in the teaching of companies. Topics such as entrepreneurship, self-employment and business management processes, which also emphasise the importance of entrepreneurial innovation and companies as key economic and social players, often appear to be only marginally anchored in lessons. The impression arises that certain (pre)judgements about entrepreneurship are reinforced by school education processes rather than promoting the development of a well-founded, reflected understanding of entrepreneurship.

Against this background, the project focusses on the role of teachers, as they are both the bottleneck and multipliers for educational content in schools. In the study, teachers' attitudes and beliefs regarding entrepreneurship, entrepreneurial activity, the tasks and functions of companies, business start-ups, the economic impact of entrepreneurial activities, the economic significance of (family) businesses, etc. are surveyed, systematised and bundled into core statements and categories of teacher types. Starting points for teacher training and educational policy implications are to be derived from the results.