Structural Model of the Effect of Psychological Capital on Innovative Behavior in Teaching: The Mediating Role of Conscientiousness Personality Trait

Abstract

Purpose: The purpose of this research was to predict teachers' innovative behavior in teaching based on psychological capital with the mediating role of the conscientiousness personality trait. Methodology: The current study is applied in terms of its goal and descriptive-correlational in terms of its method and nature. The research population consisted of female primary school teachers in the city of Rey, from whom a sample of 250 individuals was selected through the available sampling rule in structural equation modeling, and questionnaires were distributed among them through convenience sampling. The data collection tools were the standard questionnaires of Janssen's (2000) innovative behaviors in teaching, NEO's (1985) conscientiousness, and Luthans' (2007) psychological capital. The reliability of the questionnaires was confirmed by Cronbach's alpha coefficient, and their validity was confirmed through content validity. The data were analyzed using PLS software version 3. Findings: According to the data analysis, it was shown that: Innovative behavior in teachers' teaching is predictable based on psychological capital and conscientiousness. Also, the mediating role of conscientiousness in the relationship between psychological capital and innovative behavior in teaching was confirmed. Conclusion: It can be concluded that the adolescent-parent psychological capital is effective in predicting innovative behavior by mediating conscientiousness.