To determine the level of entrepreneurial organizational characteristics in Hawaiian public elementary schools, 3,816 teachers in 111 schools were surveyed using the Public School Entrepreneurial Inventory (PSEI). This survey was developed and used previously in Israel. This was the first application of the PSEI in the United States. Two domains of entrepreneurial organizational characteristics were measured: principal proactiveness and school innovativeness. Based on the levels of entrepreneurial characteristics, schools were grouped into four entrepreneurial profiles. A chi square goodness of fit was used to determine the variation in entrepreneurial profiles between the regions of Israel and Hawaii. Based on the chi square examination and a preponderance of conservative entrepreneurial profiles from Hawaii schools, a modified range of entrepreneurial profiles was created. The resulting Hawaii adjusted entrepreneurial profile and PSEI mean scores were then used to examine relationships among school characteristics and entrepreneurial organizational levels.
The sample schools\u27 student achievement data based on the Hawaii State Assessments (H.S.A.) was compared to the Hawaii adjusted entrepreneurial profile and PSEI mean scores. Other school level characteristics were examined for potential relationships with a schools\u27 Hawaii adjusted entrepreneurial profile and PSEI mean scores. These characteristics included years of principal experience, size of school, geographic location, and socio economic level. A significant relationship was found between the Hawaii adjusted entrepreneurial profile and principal\u27s years of experience. A second significant relationship unrelated to a schools\u27 entrepreneurial level was found between a school\u27s socioeconomic level and overall H.S.A. achievement results. Other relationships were explored using the Hawaii adjusted entrepreneurial profile and PSEI mean scores but were found to be non-significant.
Findings indicated a lack of variation among Hawaii schools\u27 entrepreneurial characteristics, especially representation in higher levels of entrepreneurial characteristics; that is, higher levels of principal proactiveness and school innovativeness. This lack of variation limited statistical findings about relationships among school characteristics and entrepreneurial levels. Reasons behind the lack of variation are explored and include a rigid leadership development program and a traditional bureaucratic system that limits principal proactiveness and school innovativeness
