The conditions of opportunity recognition in schools: an investigation of how entrepreneurial teachers discover new educational opportunities

Abstract

Purpose

This study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions.

Design/methodology/approach

Using a multi-case study approach, in-depth interviews were conducted with participants in three schools highlighting similarities and differences in their conditions of empowering entrepreneurial teachers to discover opportunities.

Findings

The results indicate that four school conditions facilitate entrepreneurial teachers to discover opportunities, namely, a rigorous working environment, a trusting and opened culture, extensive communication networks and rewarding work conditions.

Originality/value

These findings further underscore the use of discovery theory in educational contexts showing that entrepreneurial teachers are in an active mode of searching for opportunities. Specific ways through which teachers can better recognize opportunities for school improvement are included.

Citation

Ho, C.S.M. and Man, T.W.Y. (2022), "The conditions of opportunity recognition in schools: an investigation of how entrepreneurial teachers discover new educational opportunities", Journal of Professional Capital and Community, Vol. 7 No. 2, pp. 109-125. https://doi.org/10.1108/JPCC-04-2021-0022