Identifying and assessing grassroots educational innovations

Chand, Vijaya Sherry; Kuril, Samvet; Deshmukh, Ketan Satish

doi:10.4324/9781003332534-3

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“…Ainley and Carstens (2018) present three perspectives on innovation: role of teacher innovation in developing cross-curricular skills that help improve subpar educational outcomes; encouraging teacher openness to adoption of innovation and building school contexts that foster individual and team level innovation. The role of such teacher-driven innovations in the professional development of the wider teaching community has also been recognized (Chand et al , 2022). The “general uptake [of] innovative practices by teachers as core actors [engaged] in educational processes” (Vieluf et al , 2012, p. 62) has been considered crucial for educational change.…”

Section: Introductionmentioning

confidence: 99%

“…TIB provides a foundation for teacher entrepreneurial behavior. If public-school teachers are allowed to function like entrepreneurs (intrapreneurs), with the system protecting them, context-specific barriers to educational performance can be overcome better (Chand et al , 2022). These reasons motivated us to focus on the inventories of Lukeš and Stephan (2017).…”

Section: Introductionmentioning

confidence: 99%

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Measuring teacher innovative behavior: a validated multidimensional inventory for use with public school teachers

Kuril

Maun

Chand

2023

IJEM

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PurposeThe role of Teacher Innovative Behavior (TIB), in responding to systemic problems in educational systems and promoting “intrapreneurial” behavior has been recognized in recent times. A robust instrument that can help administrators and teacher educators gauge the levels of TIB among their teachers will facilitate the promotion of innovative behavior.Design/methodology/approachThis study tested a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) in a developing nation (India) context with public school teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups.FindingsThe IBI, ISI and IO showed good reliability and validity along with full measurement invariance at configural, metric and scalar levels. With respect to the structural parameters, the inventories exhibited invariance of factor variance and covariance, but not of factor means.Practical implicationsTeacher innovative behavior (TIB) is seen by developing country education administrators as a tool to address difficult problems. With better measurement, it will be possible to identify teachers who need training in creativity and entrepreneurial behavior, teachers who might have developed innovative practices that could be used for teacher development, and ways of promoting competition among teachers.Originality/valueThe study validates inventories, which were earlier tested in non-educational domains, for use with public school teachers of a developing country across gender, caste and subject groups.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%