Promoting VET teachers’ innovative behaviour: exploring the roles of task interdependence, learning goal orientation and occupational self-efficacy

Runhaar, Piety; Bednall, Timothy Colin; Sanders, Karin; Yang, Huadong

doi:10.1080/13636820.2016.1231215

Cited by 36 publications

(28 citation statements)

References 61 publications

(61 reference statements)

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“…It enables them to find ideas and develop them further through the small-scale application of these ideas. Moreover, previous research also found that in jobs with fully autonomous, employees tend to participate more in knowledge sharing (P. Runhaar et al, 2016). As a result, research identified job autonomy as a strong relationship with employee innovative work behaviour (Messmann et al, 2017;Rahman, Panatik, & Alias, 2014;Ramamoorthy et al, 2005;Sharifirad, 2013;Thurlings et al, 2015).…”

Section: Job Autonomymentioning

confidence: 84%

“…Relatively few studies focus specifically on school teachers' innovative work behaviour and its determinants (Klaeijsen et al, 2017;Thurlings et al, 2015). Studies among school teachers point at the effects of different factors such as function or task, and self-efficacy (Fairuz et al, 2013), work engagement (P. Runhaar, Bednall, Sanders, & Yang, 2016), job control and creative requirements (Binnewies & Gromer, 2012), and openness, motivation, job satisfaction, and interaction within the job (G. Gorozidis & Papaioannou, 2014;Serdyukov, 2017;Thibaut, Knipprath, Dehaene, & Depaepe, 2018). Despite these studies show that different motivational factors may contribute to innovative work behaviour.…”

Section: Innovative Work Behaviourmentioning

confidence: 99%

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Innovative Work Behaviour of School Teachers: A Conceptual Framework

Baharuddin¹,

Masrek²,

Shuhidan³

2019

IJAEDU- International E-Journal of Advances in Education

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Education 4.0 will be shaped by innovations and will indeed have to train students to produce innovations. However, in developing a world-class education system which produced a creative and excellent human capital, the weak productivity growth demonstrates the current reality that most of the countries still lack of creativity and innovative as reflected in the stagnant contribution by total factor productivity and education to output growth. Innovative work behaviour can be defined as intentional creation, introduction, and application of new ideas within a work role, in order to benefit the individual or organizational performance. Thus, teachers who have innovative work behaviour are teachers who are able to work creatively, contribute the idea and able to provide positive outcomes for the school where they work. From previous research studies, determinants or antecedents of innovative work behaviour are varying. Those predictors are job commitment, facilities, job autonomy, job insecurity, rewards, and job designs. However, most of the previous literature has believed about job commitment and job autonomy were strong affecting innovative work behaviour. Therefore, this paper aimed to develop a conceptual framework on determinants of innovative work behaviour among school teachers to fill a knowledge gap related to innovative work behaviour in educational institution whose responsible in designed to provide valuable and useful knowledge to students. This paper was explored through critical related literature analysis. The paper concludes that job autonomy and job commitment have a positive impact in creating the essential conditions to encourage teachers to show innovative work behaviour in schools. It is believed that this paper will provide relevant information on innovative work behaviour that would help the government to develop an effective educational reform to benefit its citizens.

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Section: Job Autonomymentioning

confidence: 84%

Section: Innovative Work Behaviourmentioning

confidence: 99%

Innovative Work Behaviour of School Teachers: A Conceptual Framework

Baharuddin¹,

Masrek²,

Shuhidan³

2019

IJAEDU- International E-Journal of Advances in Education

View full text Add to dashboard Cite

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“…This means not only that individual tasks in a work team need to be interdependent, where everyone's behavior contributes to the common goal, but also team members consciously perceive this interdependence. In vocational learning environments, we expect students to be more motivated when they realize their contribution to the common good (Runhaar et al 2016). However, a difference with profit-driven collaborative relations is that students are in a more dependent position and therefore the effects of dependence on others will affect joint production motivation to a lesser extent.…”

Section: Joint Production Motivation and Social Resiliencementioning

confidence: 99%

Shaping resilience: how work team characteristics affect occupational commitment in health care interns during a pandemic

et al. 2020

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The covid-19 pandemic has strained organizational systems, with the health care field particularly affected given sudden surges of demand and changes of policy. The pandemic showcases the need to understand how social systems can be resilient to such external shocks. Drawing on 'joint production motivation' theory, this article offers a theoretical framework linking a social system's resilience with individual behavior. We examine a population strongly affected by the outbreak of the covid-19 pandemic: nursing students participating in internship programs before and during the crisis. Of the 141 nursing students in our sample, 23% opted to continue their internship. Four characteristics of work teams (collaborative contact, shared understanding, task interdependence, and collaborative organizational cultures) are hypothesized to explain students' continued occupational commitment during the crisis. Results from binomial logistic regression analyses show task interdependence and intrinsic motivation positively affect the decision for continued participation in internship programs during the pandemic.

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“…Current research is focused on the issues of VET teachers' professional development within modern society development. In particular, Day (2017) investigated competence-based education and VET teachers professional development; Runhaar, Bednall, Sanders and Yang (2016) studied issues of promoting VET teachers' innovative behaviour; Oser, Salzmann and Heinzer (2009) and Arifin, Rasdi, Anuar and Omar (2017) investigated different aspects of measuring competencies of VET teachers; Nickolaus (2007) studied the impact of teachers' competencies on the quality of VET; Fortmüller and Kramer (2014) proved the intermediate correlation between social competence of the VET teachers and their perception of working relations with students as the social burden, etc.…”

Section: Introductionmentioning

confidence: 99%

Assessing and Improving Vocational Teachers’ Education and Training in Ukraine

Tsymbaliuk

Shkoda

Artiushyna

2019

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The aim of the research is to measure interrelation between VET quality and the level of teachers' education and training and to identify directions for their improving. The working hypothesis of the research is the assumption that education and training of graduates from colleges (specialists) will be of high quality if competencies are developed in accordance with the employers' demands. The working hypothesis was verified through a quantitative research (a sociological survey). The target group of the survey is 350 managers of financial and insurance companies in Ukraine, including human resources managers. The research has shown that the education and training of graduates from colleges do not adequately meet the needs of the labour market, and therefore must be improved, in particular, towards the development of appropriate competencies in accordance with the employers' requirements. The interrelation between VET quality and the level of teachers' education and training has been partially confirmed. More than a third of the surveyed employers saw the link between them. Based on the result of research, it was found that employers were not satisfied with the quality of college graduates' education and training. The conducted research has demonstrated the contradiction between the vision of the education and training results in educational establishments and the employers' expectations. This confirms the importance of their systematic collaboration in developing educational and professional training programmes and study plans. The results of the research are recommended to be used during the development of educational and professional programmes and study plans.

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Promoting VET teachers’ innovative behaviour: exploring the roles of task interdependence, learning goal orientation and occupational self-efficacy

Cited by 36 publications

References 61 publications

Innovative Work Behaviour of School Teachers: A Conceptual Framework

Innovative Work Behaviour of School Teachers: A Conceptual Framework

Shaping resilience: how work team characteristics affect occupational commitment in health care interns during a pandemic

Assessing and Improving Vocational Teachers’ Education and Training in Ukraine

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