Understanding teacher entrepreneurial behavior in schools: Conceptualization and empirical investigation

Research output: Contribution to journalArticlespeer-review

Abstract

The quasi-market condition of education intensified the need to seek ongoing school improvements, manage uncertainty, and innovate school-wide pedagogy and curricula. Sequentially, interest in teachers’ entrepreneurial behavior (TEB) has grown rapidly in recent years, which established the importance of entrepreneurial behavior as an effective response to the changing, uncertain, and increasing demanding context in the education system. However, the notion of TEB has not been clearly conceptualized or operationalized. This study attempted to offer a clear definition of TEB and identify its conceptual components. We first offered a semi-systematic literature review of entrepreneurial behavior, and then conducted a multiple-site case study at three schools in Hong Kong. We identified three competency components and three attribute components of TEB, from which we established a conceptual definition of TEB. This clarification of TEB and its components enabled the linkage to prior literature and future research. Copyright © 2021 Springer Nature B.V.
Original languageEnglish
JournalJournal of Educational Change
Early online date15 Jan 2021
DOIs
Publication statusE-pub ahead of print - 15 Jan 2021

Citation

Ho, C. S. M., Lu, J., & Bryant, D. A. (2021). Understanding teacher entrepreneurial behavior in schools: Conceptualization and empirical investigation. Journal of Educational Change. Advance online publication. doi: 10.1007/s10833-020-09406-y

Keywords

  • Entrepreneurial behaviour
  • Teacher entrepreneurial behavior (TEB)
  • Educational
  • Change

Fingerprint Dive into the research topics of 'Understanding teacher entrepreneurial behavior in schools: Conceptualization and empirical investigation'. Together they form a unique fingerprint.