Introduction:

Promoting intrapreneurial behavior is vital in any organization, including those in the educational context. This behavior is characterized by seeking opportunities, acting proactively to take advantage of those opportunities, as well as adapting to the environment and acting innovatively. Likewise, if teachers want to teach entrepreneurship to students, they must act as role models showing innovative behavior, based on action and experience in the development of new projects in the educational environment. With the aim of delving deeper into teacher intrapreneurship, this study empirically examines the influence of organizational identification on teacher intrapreneurial behavior and the mediating role that work engagement can play in this relationship.

Method:

We used a structural equation model with the partial least squares technique to analyze the data reported in a questionnaire by 234 teachers (63% female; Mage = 45 years) belonging to several educational centers, mostly public and in southern Spain (Andalusia).

Results:

The results show that there is a positive relationship between organizational identification and work engagement and that, in addition, both have a positive influence on intrapreneurship. Moreover, results confirm that the relationship between organizational identification and intrapreneurship is totally mediated by work engagement.

Conclusions:

In view of these results, we recommend that educational authorities and school principals promote greater organizational identification of teachers with their school to stimulate their involvement in their work and greater intrapreneurial behavior.

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