Pardey (1991, as cited in Oplatka & Hemsley-Brown, 2012) defines Educational Marketing (EM) as the processes through which the needs of customers of the educational organization are identified and satisfied, ensuring the achievement of its goals. In the educational context, customers are not only students and their parents but also all external factors that collaborate with the school or are affected by its activities. Given that EM aims to satisfy the needs of the customers of the educational organization, Oplatka & Hemsley-Brown (2012) emphasize that it has become an essential function of educational administration. Without it, a school cannot survive in today's competitive environment. Indeed, the environment in which schools operate today, reflecting contemporary societies, is highly competitive due to daily and intense changes. Therefore, EM is tasked with bridging the gap between the school, which is essentially a static entity resistant to changes and modernizations, and a constantly changing society. Operating in a competitive environment with limited resources and unattainable goals requires the establishment of marketing relationships with various partners, as emphasized by Morgan and Hunt (1994). Recent research conducted in public secondary education in Cyprus has yielded two intriguing conclusions. Employing a Mixed Methodology approach, the study utilized questionnaires, documentations of learning outcomes, and interviews with school administrators. The findings revealed the pivotal role of the school leader in implementing and adopting entrepreneurial relationships with external factors affecting the school. This aligns with the outcomes of international research by Brauckmann and Pashiardis (2011∙ 2016) and Pashiardis and Brauckmann (2019), who observe that a contemporary and successful school leader combines two leadership styles, the Pedagogical and the Entrepreneurial, characterizing this combination as the Edupreneurial Leadership Style. Furthermore, the research concluded that in Cyprus, the number of partnerships developed by public schools is limited, whereas in other countries, as mentioned by Yang and Robson (2012), this number is considerably higher. The reason for this is that schools seek to establish partnerships with external collaborators who could primarily reinforce them financially. Thus, through these financial resources, they can implement their educational programs. On the other hand, abroad, public schools aim to build collaborative relationships with more exogenous factors, thereby having the opportunity to gain additional benefits from them.

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