چکیده:
AIM: The Ministry of Education has started extensive efforts to enhance innovation in schools so
that staff structure and planning as well as management and scheduling of cultural and educational
capacity of schools are better aligned with the aforementioned objective. The goal of the present study
is to investigate the entrepreneurial characteristics of educational managers and its effects on the
educational innovation. In this study, pragmatism, creativity, risk, challenge seeking, and ambiguity
tolerance are considered as characteristics of entrepreneurial characteristics of school principals.
METHODS: The research is of applied type, and qualitative and quantitative methods have been
used to carry out the research. Our research methodology is causal‑comparative and the population
includes 100 Isfahan school principals during the educational year of 2014–2015. This study
investigates one main hypothesis and four subhypotheses, and other characteristics such as gender,
educational background of school principals, and ownership status of schools (being private or state
owned) are also examined. For data collection purposes, Characteristics of Iranian Entrepreneurs
Questionnaire with a reliability score of 0.94 and a questionnaire for measuring innovation are
utilized. Our data analysis phase makes use of the independent samples t‑test as well as Pearson’s
correlation coefficient.
RESULT: Our findings indicate that factors such as ownership status of schools and challenge‑seeking
traits are significantly related to the educational innovation of school organizations.
CONCLUSION: Therefore, it is recommended to take steps toward increased decentralization of
the educational system and greater consideration of organizational entrepreneurship in the body
of education and training organization. Also, it is suggested that having more flexible and dynamic
planning allows for better capitalization on personal entrepreneurial characteristics of educational
managers.
خلاصه ماشینی:
Therefore, in this research, we assess and compare high schools' principals' entrepreneurial characteristics with their educational innovation.
: Effects of ent repreneuri al characters stic on evalu ali on o1 educational in novation Farsi believes that university entrepreneurship is creating and developing innovation among faculty members, commercialization of research results, and innovating in human knowledge boundary development.
Agility and creativeness require the existence of flexible manufacturing educational systems, having knowledge of the work force and management structure that encourages team innovations.
To analyze data in the definitions of the concept on innovation available in descriptive statistics level, frequency distribution, mean, literature, the differentiations (product, process, routine, 36 International Journal of Educational and Psychological Researches - Volume 4, Issue 1, January-March 2018 Mousavi, e/ a/.
: Effects of entrepreneurial characteristic on evaluation of educational in novation Table 5: Comparing among the scores of the principals of highly innovative schools and the scores of low innovative by considering creativity score of principals {مراجعه شود به فایل جدول الحاقی} SD: Standard deviation.
highly innovative educations is more than the Risk score of school principals with lower innovative This research study the effect of entrepreneurial intent on educations.
However, intentions, hence a study of determinants of propensity there are questions concerning the role of personal for entrepreneurship is of great interest for both characteristics in entrepreneurial propensity, since International Journal of Educational and Ps ycholog ical Researches - Volume 4, Issue 1, January-March 2018 39 Mon savi.
The results are in line with those presented by Normi and Paasio whose findings indicated relationships be tween entrepreneurial characteristic of Isfahan school principals and educational innovation.