Entrepreneurship is conceptualized as a dynamic process of creative destruction, acting as a catalyst for economic development by disrupting established patterns and fostering the emergence of innovative products and services. This perspective is designed to identify, evaluate, and leverage entrepreneurial opportunities (Shane & Venkataraman, 2000). Within the domain of educational leadership in schools, entrepreneurship represents an emerging field of academic research (Herbert et al., 2012; Pihie et al., 2014). Given the multifaceted contemporary challenges, including ecological, societal, and economic complexities, school leaders encounter challenges that surpass conventional managerial responsibilities. Consequently, their roles encompass the perpetual upkeep and enhancement of the existing status quo while remaining vigilant and prepared for unforeseen circumstances. To navigate these challenges successfully, SL must not only exhibit innovative thinking beyond conventional parameters but also demonstrate the adaptability to dynamic circumstances (Pietsch et al., 2020). The primary aim of this scoping review is to deliver a contemporary and comprehensive analysis of existing research, thereby contributing substantially to the progression of knowledge regarding the entrepreneurial actions and thinking of school leaders in the K-12 setting and its impacts on educational institutions. Preliminary findings from the review indicate that the subject has gained increasing significance within the academic discourse over the last 15 years. Notably, in most publications there is a predominant focus on elucidating the meaning of entrepreneurial actions and thinking within school leadership, both theoretically and empirically. This has led to the identification of a, hitherto, vague use of the term entrepreneurship within the context of school leadership: In addition to entrepreneurship and corporate entrepreneurship/intrapreneurship, there is also an exploration of concepts such as social entrepreneurship (Melinkova, 2020), social intrapreneurship (Yemini et al., 2015), and edupreneurship (Pashiardis & Brauckmann-Sajkiewicz, 2021). Regarding the impact of entrepreneurial thinking, actors, and actions on educational institutions, there are currently limited indications of their impact on students' learning outcomes and school development, except, of course, parental involvement, which is always a strong positive indicator of student achievement. This paper is a work-in-progress and will be finalized in time to present results at the ECER conference in August 2024.

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