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<p>This study explores the impact of professional development (PD) on teacher entrepreneurial behaviors (TEB) in the context of Strategic Entrepreneurship Theory (SET). We conducted longitudinal surveys with 303 secondary teachers in Hong Kong. We analyzed four dimensions of TEB: advocating innovation, mobilizing resources, contriving cohesiveness, and mitigating risk. Our latent change score models showed that PD significantly improved teachers’ mobilization of resources, contriving cohesiveness, and mitigating risk, but it did not significantly affect innovation advocacy. This suggests an imbalance: PD readily builds advantage‑seeking behaviors but is less effective in shifting opportunity-seeking advocacy, which appears to rely more on institutional and leadership support. Overall, the research clarifies that PD primarily strengthens the infrastructure of entrepreneurial behavior rather than directly fostering innovation. Implications are discussed for PD design and for school leaders seeking to cultivate teachers’ entrepreneurial capacities. Future research can expand upon this study by exploring how PD interacts with broader organizational contexts to develop teachers’ full entrepreneurial potential.</p>

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From training to practice: the influence of professional development on teacher entrepreneurial behaviors

  • 期刊论文

  • 发表日期：

    2026年6月2日

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  • Yan Lam Ho,
  • Basad Barajeeh,
  • Chun Sing Maxwell Ho

摘要

This study explores the impact of professional development (PD) on teacher entrepreneurial behaviors (TEB) in the context of Strategic Entrepreneurship Theory (SET). We conducted longitudinal surveys with 303 secondary teachers in Hong Kong. We analyzed four dimensions of TEB: advocating innovation, mobilizing resources, contriving cohesiveness, and mitigating risk. Our latent change score models showed that PD significantly improved teachers’ mobilization of resources, contriving cohesiveness, and mitigating risk, but it did not significantly affect innovation advocacy. This suggests an imbalance: PD readily builds advantage‑seeking behaviors but is less effective in shifting opportunity-seeking advocacy, which appears to rely more on institutional and leadership support. Overall, the research clarifies that PD primarily strengthens the infrastructure of entrepreneurial behavior rather than directly fostering innovation. Implications are discussed for PD design and for school leaders seeking to cultivate teachers’ entrepreneurial capacities. Future research can expand upon this study by exploring how PD interacts with broader organizational contexts to develop teachers’ full entrepreneurial potential.