Abstract
Purpose. The purposes of this study were: (1) to identify the intrapreneurial climate factors utilized in elementary charter schools and noncharter elementary schools, and (2) to determine if a significant difference exists between elementary charter schools and elementary noncharter schools in regard to each intrapreneurial climate factor and within the three intrapreneurial climate phases. Methodology. Data were collected from 26 charter school principals and 105 comparison school (noncharter) principals through the use of questionnaire. A response rate of 100 percent was achieved for the charter schools and 67 percent for the comparison schools. Responses were analyzed by computing the means, standard deviations, and using the t-test of differences. Findings. Question 1: This study attempted to highlight those climate factors that were clearly evident with a score of 4 or above on a scale of 0 (not at all) to 5 (to a very great extent). Eleven of the twenty-seven elements associated with organizational intrapreneurship were found to have a mean score of 4 or above. All eleven factors were identified with charter schools; comparison schools did not have any elements with mean scores of 4 or above for any of the twenty-seven elements. Question 2: Eleven of the twenty-seven elements associated with organizational intrapreneurship were significantly different at the.05 level for the two groups. All eleven factors were significantly higher for the charter schools; none were found to be significantly higher for the comparison schools. Question 3: Two of the three phases of intrapreneurship were found to be significantly higher in charter schools, none in comparison schools. In charter schools, phase one, "setting the scene," and phase two, "priming ideas," were significantly more evident than in comparison schools. Conclusions and recommendations. This study suggested that intrapreneurship is a viable road map to innovation. It indicated that the organizational climate in charter schools was more intrapreneurial than in comparison schools. It is recommended that the school leader create a climate conducive to intrapreneurial behavior in order that the American teacher would be energized to become more innovative.