The quasi-market condition of education intensified the need to seek ongoing school improvements and innovate school-wide pedagogy and curricula. Sequentially, interest in teachers’ entrepreneurial behavior has grown rapidly in recent years, which established the importance of entrepreneurial behavior as an effective response to the changing, and increasing demanding context in the education system. However, the notion of TEB per se has not been clearly conceptualized or operationalized. This study attempted to offer a clear definition of TEB and identify its conceptual components. We offered a semi-systematic literature review, and 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. Copyright © 2021 AERA21.
|Publication status||Published - Apr 2021|