ABSTRACT
Women’s educational leadership entails multiple roles; it can be formal and informal, and exist in the private and public domains, which include families, workplaces, and communities. Although teachers as entrepreneurs (or teacherpreneurs) are gaining some attention, there is a lack of scholarly attention focusing on knowledge, skills, and dispositions necessary in women’s entrepreneurship. Whereas previous chapters have focused on the development of women’s leadership identity, the role of collective leadership, and the challenges and successes of women educational leaders in developing countries, this chapter aims to identify women’s educational entrepreneurship skills and practices. A multi-perspective narrative-inquiry approach is used to explore how the women educational leaders develop and utilize educational entrepreneurship skills. Specifically, these educational entrepreneurship initiatives are outlined with and against the constraints of time, space, culture, and context to reveal how women leaders overcome challenges and expand their ideas and professional praxis to colleagues as well as managers, policy makers, parents, and community leaders.
