Enhancing Sustainable Educational Management Through Entrepreneurial Leadership and Practices in Private Elementary Schools

The focus of the research was to measure how adopting an entrepreneurial and instructional approach in private elementary school settings can assist school leaders in managing their schools toward sustainability. Most schools are governed by communities with varying degrees of development; therefore, there are many barriers to the successful implementation of an entrepreneurial leadership philosophy in education. The findings revealed that most school principals have been educated to be educators to varying degrees; have extensive experience as educators; and appear to have the positive attitudes and dispositions necessary to implement an entrepreneurial leadership model, with a minor exception regarding their success in taking risks and mobilizing resources. Although there were no statistically significant differences between teachers' and principals' perceptions of the seven dimensions of entrepreneurial leadership, teachers consistently rated the extent of implementation of their schools’ entrepreneurial leadership practices higher than their principals did on two dimensions (financial sustainability and resource management). Several statistically significant relationships were found between the predominant entrepreneurial leadership practices demonstrated by school principals and various demographic and organizational characteristics. This research found that the use of entrepreneurial leadership in a single school depends on both the school's situational characteristics and the principal's individual characteristics, which together contribute to the institution's sustainability.