Toward a Model of Explaining Teachers’ Innovative Behavior

Thurlings, Marieke; Evers, Arnoud; Vermeulen, Marjan

doi:10.3102/0034654314557949

Cited by 338 publications

(378 citation statements)

References 61 publications

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“…The findings in the included studies have some categories that are similar to the cathegorization of this study. Thurlings and Evers (2015) highlighted individual factors that influence innovative behaviour, such as personality (openness and curiosity), traits (attitudes and beliefs, motivation, learning goal orientation, self-efficacy, persistence, humour and job satisfaction) and competence (recognising and evaluating opportunities, problem solving and content knowledge of teaching).…”

Section: Discussionmentioning

confidence: 99%

Individual Innovation Competence: A Systematic Review and Future Research Agenda

Hero

Lindfors

Taatila

2017

IJHE

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Learning for innovation is a central element in European policymaking in developing higher education. Students often learn in project settings together with work organizations developing new solutions, products and services. These authentic creative, social and collaborative settings offer an attractive learning environment. The aim of this study was to determine the factors involved in individual innovation competence to be able to design, tutor and assess the pedagogical processes where authentic open-ended tasks are being solved transforming novel ideas into usable products or services. After defining the extraction criteria using a limited sample of articles, a bias-assessed systematic review was conducted of empirical research articles published in 2006-2015. Twenty-eight journal articles were ultimately included in the review. Despite the volume of academic literature in this field, comparatively few studies providing findings addressing the review objectives could be found. There was, however a reasonable weight of research evidence to support the result. The findings suggest that personal characteristics, such as flexibility, achievement orientation, motivation and engagement, self-esteem and self-management, future orientation, creative thinking skills, social skills, project management skills, and content knowledge and making skills can be needed in collaborative innovation process. These findings have implications for pedagogical innovation processes and for competency-based assessment.

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Section: Discussionmentioning

confidence: 99%

Individual Innovation Competence: A Systematic Review and Future Research Agenda

Hero

Lindfors

Taatila

2017

IJHE

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“…Over two decades, the topic of organizational sustainability has continuously and increasingly received considerable attention from both academia and business because it is relevant to not only organizational performance (e.g., high profitability and enhanced employee work-related attitude or behavior including work engagement, knowledge sharing, and innovative work behavior) [1][2][3][4][5][6] but it is also crucial to long-term organizational success [1,7,8]. It is empirically supported by the results of a survey conducted for three consecutive years from 2009 to 2011 with a sample of more than 2000 managers and executives from over 100 countries.…”

Section: Introductionmentioning

confidence: 99%

Examining Structural Relationships between Work Engagement, Organizational Procedural Justice, Knowledge Sharing, and Innovative Work Behavior for Sustainable Organizations

2017

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Despite the importance of the human/social dimension of organizational sustainability, this area of scholastic endeavor has received relatively little attention when compared to the economic and environmental dimensions of sustainability. On the basis of social exchange theory, this study posited the important role that employee work engagement is a key component for improving human performance for organizational sustainability. In order to do so, it suggests the important role that employee work engagement has on the relationships among various factors in the organization, including organizational procedural justice, knowledge sharing, and innovative work behaviors. A total of 400 complete responses from full-time employees in Korean organizations were used for the purpose of data analysis with structural equation modeling (SEM). The results demonstrated that organizational procedural justice is positively related with employee work engagement, knowledge sharing, and innovative work behavior. In addition, work engagement enhances employee knowledge sharing and innovative work behavior, and knowledge sharing enhances innovative work behavior. With regard to the mechanisms of these relationships, work engagement and knowledge sharing acted as significant mediators. Based on the findings, we suggested relevant research implications and recommendations for future research on sustainable organizations.

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“…If teachers do not feel part of a professional community, their engagement in networking activities is not self-evident because they will look for a cost-rewards balance. The four descriptions connect with other studies that show patterns in the relationships between, among others, self-efficacy, open-minded and explorative attitudes and high innovation mindedness of teachers (Thurlings, Evers, and Vermeulen 2014) or ICT-mindedness (van den Beemt and Diepstraten 2016).…”

Section: Implications and Conclusionmentioning

confidence: 99%

Teachers’ motives for learning in networks: costs, rewards and community interest

Beemt

Ketelaar

Diepstraten

et al. 2018

Educational Research

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Toward a Model of Explaining Teachers’ Innovative Behavior

Abstract: Innovative behavior can be described as a process in which new ideas are generated, created, developed, applied, promoted, realized, and

Cited by 338 publications

References 61 publications

Individual Innovation Competence: A Systematic Review and Future Research Agenda

Individual Innovation Competence: A Systematic Review and Future Research Agenda

Examining Structural Relationships between Work Engagement, Organizational Procedural Justice, Knowledge Sharing, and Innovative Work Behavior for Sustainable Organizations

Teachers’ motives for learning in networks: costs, rewards and community interest

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