Exploring Relationships Between K–12 Music Educators’ Demographics, Perceptions of Intrapreneuring, and Motivation at Work

Abstract

Gifford Pinchot III coined the term intrapreneur to recognize “dreamers who do”: individuals who transform ideas into new endeavors within existing organizations. The purpose of this study was to gauge the salience of intrapreneuring for K–12 music teachers and examine how its attributes and behaviors relate to teachers’ workplace motivation and demographics. From a sampling frame of 1,351 public school music teachers in New York State, 576 teachers completed an online questionnaire for a response rate of 42.6%. Results showed statistically significant differences in teachers’ intrapreneurial orientation depending on teaching experience, level and specialization of teaching position, and school affluence. Higher levels of confidence in and contextual support for intrapreneuring predicted stronger teacher motivation. Respondents who self-identified as intrapreneurs facilitated collaborations between their students and guest musicians, piloted new approaches for teaching creativity and improvisation, and developed innovative curricula. While respondents generally felt autonomous, they did not feel they had adequate resources for launching new endeavors, and they perceived low levels of tolerance for risk and mistakes within their school organizations. Findings of this study may help isolate specific intrapreneurial attributes and organizational factors that could support teacher-driven pedagogy and reduce teacher demotivation and attrition.

The intrapreneurial employee: toward an integrated model of intrapreneurship and research agenda

“…Entrepreneurial behavior, opportunity recognition, and product performance are higher when the employee has more self-efficacy (Rutherford and Holt 2007;Simon et al 2002;Wakkee et al 2010;Zampetakis et al 2009). Higher self-efficacy also leads to a higher intention to act entrepreneurially (Douglas and Fitzsimmons 2013;Hanson 2017), which is one of the attitudes of the intrapreneur found in this systematic literature review.…”

“…The top five antecedents found in the literature are listed in Table 5. Amo 2006;Azulay et al 2002;Brinkhurst et al 2011;Castrogiovanni et al 2011;Daryani et al 2013;Garcia-Morales et al 2014;Hanson 2017;Hughes and Mustafa 2017;Karimi et al 2011;Kelley and Lee 2010;Kuratko and Montagno 1989;; Lee and Kelley 2008; Receiving management support is very important to the employees willing to undertake intrapreneurial activities. Management support refers to the willingness of management to facilitate and promote intrapreneurship Sebora et al 2010), including encouraging employees and recognizing that their activities involve some risk-taking (Kelley and Lee 2010;, and creating a norm within the organization (Garcia-Morales et al 2014).…”

With their feet on the ground: a quantitative study of music students’ attitudes towards entrepreneurship education

“…Today, the implementation of arts entrepreneurship courses and curricula is at full speedespecially in the U.S., Australia and Europe. Particularly music departments seem to be receptive for including 'employability-related support' (O'Leary 2017) in the curriculum (Hanson 2017;Garnett 2013;Johansson 2012). The fact that music departments are forerunners may relate to the long lasting challenges of careers in music that concurrently seep in into other labour markets as well and are captured by the denominator 'gig economy', referring to the gigging by jazz musicians in the 1920s (Haynes and Marshall 2018).…”

Entrepreneurial educators : a narrative study examining professional transition experiences of educators who have experimented with the launching of an educational activity

“…de Villiers-Scheepers 2011 (Hanson, 2017). These music teachers struggled with having the necessary resources to successfully employ their new ideas.…”

“…These music teachers struggled with having the necessary resources to successfully employ their new ideas. Another struggle that these music teachers faced was feeling confident in working in isolation rather than having to depend on others for support in the form of resources or collaboration (Hanson, 2017). The implication from this information is that school systems are not set up to encourage intrapreneurial activity.…”