Abstract
In this study, twenty-seven intrapreneurial climate factors were selected for analysis in elementary schools found in Region 8 of the California Department of Education's Regional Leadership Group. The elements were described as being present in three phases of intrapreneurship: Setting the Scene, Priming Ideas, and Moving to Decisions and Implementation. Two groups of schools were selected for study. First, elementary schools receiving California's Distinguished School Award in 1993 were selected based on the schools' proven ability to initiate and implement reform efforts. The second group of schools was a comparison sample randomly selected from the five counties of Region 8. The study examined (1) the degree to which each of the intrapreneurial climate factors and phases was evident in distinguished elementary schools and in the comparison group, (2) the differences between those groups, (3) the degree to which the climate factors and phases were present in the five counties studied, and (4) the differences found between the five counties. The researcher used descriptive and ex post facto research designs. Data were collected from elementary school principals by means of a questionnaire mailed to 41 distinguished elementary schools in Region 8 and a randomly selected sample of 282 schools from the remaining population. A response rate of 90 percent of the distinguished schools and 68 percent of the comparison group was achieved. The responses were analyzed using descriptive statistics, t-test for independent samples, analysis of variance, and the Duncan Multiple Range Test. Respondents from distinguished elementary schools rated their schools as demonstrating a higher incidence of intrapreneurial climate factors than did the principals of comparison schools. The difference was found to be significant at the.05 level in twenty-one out of twenty-seven factors. All three phases of intrapreneurship were found to be significantly more present in distinguished schools. Distinguished schools showed the most intrapreneurial activity in the final stage of intrapreneurship, while the comparison group plateaued at Priming Ideas, the second phase. Both the distinguished and comparison groups cited factors that involve diverting scarce resources into intrapreneurship as occurring least frequently in their schools. When comparing the five counties, more similarities than differences were found, with only seven of the twenty-seven factors at the.05 level. The results of this study establish that intrapreneurship is a valid area of study in academic institutions, providing a powerful prescription for schools seeking to bring new ideas to reality and fruition. It is recommended that leaders build on their schools' ability to innovate, reform, and improve from within by increasing the incidence of intrapreneurial climate factors through such actions as: establishing a shared vision for the future; adopting norms that support high standards and excellence as the first priority in planning and decision making; moving forward decisively in innovation and reform; and directing limited resources to invest in intrapreneurial ventures.