Abstract
Entrepreneurial leadership, as a distinctive type of leadership required for dealing with challenges and crises of current organizational settings, has increasingly been applied to improve school performance. However, there is limited research on the impact of school leaders’ entrepreneurial leadership practices on school innovativeness. The main purpose of this study is to identify the relationship between principals’ entrepreneurial leadership practices and school innovativeness through the teachers’ perspectives. The participants included 294 Malaysian secondary school teachers in Selangor, Malaysia. A questionnaire containing 64 items (50 items on school principals’ entrepreneurial leadership practices and 14 items on school innovativeness) was utilized. An analysis of the data indicates that teachers perceive entrepreneurial leadership as highly important for school principals. However, the principals practise it moderately. Furthermore, this study found a significant correlation between teachers’ perceptions of school principals’ entrepreneurial leadership practices and school innovativeness. Implications of the findings for developing school principals’ entrepreneurial leadership and school innovativeness are discussed. Keywords: educational leadership; entrepreneurial leadership; school improvement; school innovativeness; school principals
Highlights
Entrepreneurial leadership is a distinctive type of leadership required for dealing with challenges and crises of the current organizational settings (Gupta, MacMillan & Surie, 2004)
An analysis of the data was performed in two steps, both descriptive and inferential, using Statistical Package for the Social Sciences (SPSS) version 20
The results indicated that teachers perceive entrepreneurial leadership as highly important for school principals, the principals only moderately practise the characteristics and approaches of entrepreneurial leadership in leading their schools
Summary
Entrepreneurial leadership is a distinctive type of leadership required for dealing with challenges and crises of the current organizational settings (Gupta, MacMillan & Surie, 2004) This leadership style enables leaders to successfully direct their organization and solve the problems through different steps of the organization’s growth and development (Chen, 2007; Swiercz & Lydon, 2002). It has great influence on leaders’ competence in recognizing new opportunities to improve the organization’s performance (Chen, 2007; Okudan & Rzasa, 2006; Gupta et al, 2004). There are different complexities and challenges of school organization such as higher demands for improving the quality of education in public schools, fast changes in the environment, and growing shortages in school resources and funds
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