Exploring actions of teacherpreneurs in education: insights from a qualitative study

Purpose This study investigates the impact of teacherpreneurial actions on the diffusion and sustainability of educational innovations, addressing a gap in the existing literature. The research seeks insights into how teacherpreneurs contribute to educational change and innovation, contributing to a deeper understanding of entrepreneurial practices within the education sector. Design/methodology/approach The study uses a qualitative approach with semistructured interviews as the main data collection method. Data were collected from 15 teacherpreneurs who had expanded educational innovations and demonstrated entrepreneurial actions. Thematic analysis identified recurring patterns and key concepts, leading to three main themes: creating educational value, entrepreneurial actions, and leading the path of educational innovation and professional development. Findings The study highlights how teacherpreneurs empathise with learners and address their needs by identifying overlooked problems, generating ideas, creating prototypes, and testing them in classrooms (micro-scale implementation). They share innovations with peers, seek feedback, and refine practices. Key entrepreneurial actions include risk-taking, managing uncertainty, networking with stakeholders, mobilising resources, and spreading innovations through professional and social networks. The study also reveals leadership roles such as fostering collaboration, leading professional development, building learning communities, and modelling educational innovation and professionalism. Originality/value This research presents a novel perspective on teacherpreneurship in Iranian education, offering insights into the unique actions and strategies of teachers who initiated and expanded educational innovations. The study’s findings contribute to a deeper understanding of grassroots educational innovation, highlighting implications for teacher professional development, educational policy, and future research on teacher-led change in similar contexts.