Embedding Entrepreneurship Education: The Role of Leadership and Collaboration in School Contexts

This study investigates pragmatically the contextual determinants that foster teacher collaboration in entrepreneurship education (EE), contributing to the broader discourse on EE legitimacy within schools. Drawing on data from six countries, a factor analysis identifies two key components that promote collaborative practices and support the consistent implementation of EE across diverse educational contexts. The findings underscore the pivotal role of school leadership and a positive organizational climate in facilitating teacher collaboration. Effective leadership not only enables the integration of EE into school practices but also strengthens its perceived legitimacy among educators.The research highlights that teacher collaboration is contingent upon the perceived value and institutional endorsement of EE. Practical implications suggest that reinforcing school leadership and emphasizing the value of EE can enhance teachers' confidence in EE's relevance and improve their readiness for effective implementation. From a social perspective, the study demonstrates that collaboration and effective communication among teachers are critical for managing EE, thereby enhancing its broader legitimacy within the school environment.The study's international scope is limited, but the results provide indicative evidence of the importance of school context in EE implementation and lay a foundation for future empirical and comparative research on teacher professionalization. This work advances institutional theory-based understanding by conceptualizing the interdependence of contextual factors that support teachers in embedding EE within school practices. The findings offer actionable insights for policymakers and educational leaders seeking to strengthen entrepreneurial learning in schools.