Proposing an Optimal Model of Entrepreneurial Leadership with a Strategic Knowledge Management Approach in the Secondary Education System of Iran

Document Type : Original Article

Authors

1 Department of Educational Management, Faculty of Management and Accounting, Farabi Campus, University of Tehran, Qom, Iran.

2 Department of Sports Management, Faculty of Management and Accounting, Farabi Campus, University of Tehran, Qom, Iran.

Abstract

This study aims to identify and explain the dimensions and components of entrepreneurial leadership and its alignment with strategic knowledge management in secondary schools. Recognizing entrepreneurship education as a key tool for developing young people’s skills and enhancing educational outcomes, this qualitative phenomenological study employed purposive and theoretical sampling. The participants included 21 experts comprising university faculty in entrepreneurship and knowledge management, successful entrepreneurs, and secondary school teachers. Data was collected through semi-structured, in-depth interviews and analyzed using open, axial, and selective coding, resulting in over 320 initial codes. These codes were organized into 45 core categories and synthesized into ten key dimensions of the Entrepreneurial School Model: school vision and strategy, innovation culture and knowledge networking, knowledge and technology management, leadership and human empowerment, resource and financial management, interaction and participation, learning and skill development, assessment and monitoring, localization and structural adaptation, and challenge management. Findings suggest that the entrepreneurial school is a dynamic, multidimensional model that fosters life and entrepreneurial skills, enhances human resource development, promotes community engagement, and cultivates a culture of innovation and self-reliance, serving as a practical guide for educational managers and policymakers.

Keywords

Main Subjects

Education and Management of Entrepreneurship

Articles in Press, Accepted Manuscript
Available Online from 11 November 2025

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History

  • Receive Date: 04 October 2025
  • Revise Date: 11 November 2025
  • Accept Date: 11 November 2025

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