This study explores how educational champions—teachers who initiate unsolicited innovation—construct their entrepreneurial endeavors while interacting with principals’ management styles and how that interaction influences the sustainability of teachers’ initiatives. Through semistructured interviews ( N = 71) and analysis anchored in grounded theory, champions revealed three entrepreneurship strategies: semiautonomous entrepreneurship while interacting with a facilitative managerial style, loosely coupled entrepreneurship with directive management, and sponsored entrepreneurship with consolidative management. Analyses of these entrepreneurial endeavors illuminate teachers’ strategies for negotiating the ongoing tension between autonomy and control in schools and their influence on the sustainability of champions’ innovations.

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This article offers a general framework for considering education's autonomy and its implications for the relationship between education and philosophy. In it, Doron Yosef‐Hassidim examines an initiative in Israel that calls for an autonomous secular public education and uses it as a context to clarify what education's autonomy means and to identify its major characteristics. To enhance the idea of education's autonomy, he further argues that education should not be subordinate to philosophy and that the question about being human must be kept open and educational. In particular, education's autonomy requires resisting the temptation of applying a philosophical framework about being human to education, even if the particular philosopher of education agrees with the philosophical framework. Finally, Yosef‐Hassidim proposes a strategy for treating the question about being human as one that involves both the work of philosophers of education and practitioners in the classroom.

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