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Journal articles on the topic 'Teachers' innovative behavior'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Dongxiao, Mo, Suhaida Abdul Kadir, Roshafiza Hassan, and Enio Kang Mohd Sufian Kang. "The relationship between principal inclusive leadership, teacher efficacy and teachers' innovative behavior." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 4338–45. https://doi.org/10.11591/ijere.v13i6.29187.

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The objective of this study was to explore the relationship among principals’ inclusive leadership, teachers’ sense of efficacy, and teachers’ innovative behaviors. A sample of 671 middle school teachers from Guangxi, China was utilized. The study revealed that the practice of inclusive leadership by principals had a positive effect on teacher efficacy. Furthermore, teacher efficacy appeared to have a beneficial effect on teacher innovative behavior. Additionally, the study showed that principal inclusive leadership significantly influenced teacher innovative behavior. Lastly

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Lee, Yechan, Jawon Koo, YeonKyoung Kim, and Hae-Deok Song. "How Teachers’ Autonomy and Achievement Goal Orientation Affect Innovative Teaching Behavior with ICT: The Mediator Role of Teachers’ Digital Literacy." Korean Human Resource Development Strategy Institute 18, no. 2 (2023): 163–97. http://dx.doi.org/10.21329/khrd.2023.18.2.163.

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This study aims to identify the structural relationship among teachers’ autonomy, achievement goal orientation, digital literacy, innovative teaching behavior with ICT. For this purpose, this study collected data from a total of 693 elementary and secondary school teachers in Korea, and analyzed direct and indirect effects between variables by applying a structural equation model. As a result of the study, teacher's autonomy and teachers' achievement goal orientation had a statically significant effect on teachers' digital literacy, but only teacher's autonomy had a positively significant effe

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Dongxiao, Mo, Suhaida Abdul Kadir, Roshafiza Hassan, and Enio Kang Mohd Sufian Kang. "The relationship between principal inclusive leadership, teacher efficacy and teachers’ innovative behavior." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 4338. http://dx.doi.org/10.11591/ijere.v13i6.29187.

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The objective of this study was to explore the relationship among principals’ inclusive leadership, teachers’ sense of efficacy, and teachers’ innovative behaviors. A sample of 671 middle school teachers from Guangxi, China was utilized. The study revealed that the practice of inclusive leadership by principals had a positive effect on teacher efficacy. Furthermore, teacher efficacy appeared to have a beneficial effect on teacher innovative behavior. Additionally, the study showed that principal inclusive leadership significantly influenced teacher innovative behavior. Lastly, it proved that t

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Lutfi Astuti, Kurnia, and Ahmad Ikhwan Setiawan. "Fostering Teacher’s Digital Competencies And Innovative Work Behavior In Facing Merdeka Belajar Policy: Digital Informal Learning As A Mediator." International Journal of Educational Research & Social Sciences 4, no. 2 (2023): 288–95. http://dx.doi.org/10.51601/ijersc.v4i2.619.

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Digital competence is the important issue of education where information technology is growing rapidly through computer networks and online media. The challenge of digitalization is the basis for teachers to develop their digital skills. The Merdeka Belajar Policy is a strategy towards a future education system to adapt on those issues. This study purposes to examine the mediators of digital informal learning between teachers' digital competencies and innovative work behavior. The sampling technique used purposive sampling with criteria of samples that teachers who have taught virtually. The n

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Saron, Gaily. "Leadership Styles, Innovative Work Environment, and Innovative Behavior of Public Elementary School Teachers." Psychology and Education: A Multidisciplinary Journal 42, no. 2 (2025): 320–44. https://doi.org/10.70838/pemj.420206.

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Educational leadership significantly influences the work environment and fosters innovative behavior among teachers. This study aimed to assess the extent of leadership styles practiced, the degree of the innovative work environment, and teachers' innovative behavior in public elementary schools in Bacolod City. Data were collected from 140 teachers using a self-constructed questionnaire. Descriptive analysis was conducted using mean and standard deviation to determine the extent of leadership styles, the degree of the innovative work environment, and the degree of innovative behavior. Compara

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Dung, Kim Dawang. "Leadership, proactive behavior and innovative work behaviors of teachers in Barkin-Ladi." Annals of Management and Organization Research 6, no. 1 (2024): 13–24. http://dx.doi.org/10.35912/amor.v6i1.1867.

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Purpose: This study examines the effects of leadership styles and proactive behavior on the innovative work behaviors of private school teachers in Barkin, Ladi, and Plateau states. Research Methodology: The study drew a sample of private schoolteachers in Barkin-ladi using a quota sampling technique. The sample numbered 201, being male (82) and female (119), between the ages of 15 and 64 years, with different levels of educational qualification. The scales deployed in measuring innovative work behaviour, proactive behavior, and leadership styles were already standardized scales that were desi

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Gong, Lianghua. "How can college teachers’ information literacy empower their innovative teaching behaviors under the background of informatization?" PLOS ONE 18, no. 12 (2023): e0294593. http://dx.doi.org/10.1371/journal.pone.0294593.

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The innovative teaching behaviors of college teacher are of positive significance for promoting the construction of educational informatization in China and realizing the high-quality development of higher education. Based on the theory of social cognition and theory of behavioral change, the paper explores the influential mechanism and its boundary conditions of college teachers’ information literacy on their innovative teaching behaviors during the new era of educational informatization. Through the investigation of 280 college teachers, it is found that: (1) information literacy and its dim

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Lee, Bo-Young, Hae Deok Song, and YeonKyoung Kim. "The Effects of Teachers' Digital Literacy and Transformational Leadership of School Principals on Teachers’ Innovative Teaching Behavior with ICT Mediated by Teacher Engagement." Korean Journal of Teacher Education 38, no. 6 (2022): 265–91. http://dx.doi.org/10.14333/kjte.2022.38.6.13.

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Purpose: The purpose of this study was to verify the factors affecting teachers' innovative behavior with ICT in the Covid-19 situation, and to provide theoretical and practical implications of teachers' innovative behavior using ICT such as online education. Methods: For this purpose, the structural relationship between teachers' digital literacy, school principal's transformational leadership, teacher engagement, and teachers' innovative behavior with ICT was verified. Data collected from 639 elementary, middle and high school teachers nationwide were analyzed by applying the structural equa

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Johari, Aduni, Nor Wahiza Abdul Wahat, and Zeinab Zaremohzzabieh. "Innovative Work Behavior among Teachers in Malaysia: The Effects of Teamwork, Principal Support, and Humor." Asian Journal of University Education 17, no. 2 (2021): 72. http://dx.doi.org/10.24191/ajue.v17i2.13387.

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Abstract: The Fourth Industrial Revolution (Industry 4.0) gives impetus to educational reform. Education experts have recently recognised the benefits of using technology in learning and teaching. They believe that innovations will shape Education 4.0 and that teachers will need to be prepared to build creative learning environments that support student creativity. Thus, the main purpose of this paper is to examine the relationships between teamwork, principal support, humor, and innovative work behaviour (IWB) among teachers. This study was conducted using a questionnaire, with a sample size

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Zhu, Xiaonan, and RHENE C. TABAJEN. "Exploring the Link between Transformational Leadership and Teacher Innovation." International Journal of Education and Humanities 16, no. 3 (2024): 83–87. http://dx.doi.org/10.54097/a6660y88.

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Transformational leadership is a shared belief between academic leaders and their followers. Studies support the significant and progressive influence of transformational leadership behavior on academic followers, especially teachers. The close relationship between transformational leadership in the university and teachers’ organizational commitment paved the way for a proposed theoretical analytical model to understand how university leadership affected teachers’ organizational commitment. The technological demand, the innovation of teachers, and transformative leadership in the educational s

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Rahmawati, Kuncoro Dewi, and Jimmy Ellya Kurniawan. "Correlation Between Learning Orientation Culture and Teachers’ Entrepreneurial Innovative Behavior." Jurnal Entrepreneur dan Entrepreneurship 10, no. 2 (2021): 145–52. http://dx.doi.org/10.37715/jee.v10i2.2224.

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Conditions during the COVID-19 pandemic are continuously requiring teachers to improve their use of innovative behavior at work. Several previous studies have proven that learning orientation culture has an influence on innovative behavior. However, all of these studies have been conducted in the industrial sector. The current study aims to examine the relationship between learning orientation culture and teacher’s innovative behavior. Respondents of the study included 36 teachers from six cities in Java, Indonesia: Surabaya, Malang, Semarang, Salatiga, Surakarta and Yogyakarta. The results sh

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Fan, Ling, Weiming Zhang, and Li Wen Lai. "THE INFLUENCE OF THE SERVICE-ORIENTED LEADERSHIP ON THE INNOVATIVE BEHAVIOR." EUrASEANs: journal on global socio-economic dynamics, no. 1(38) (January 30, 2023): 49–60. http://dx.doi.org/10.35678/2539-5645.1(38).2023.49-60.

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This paper selected a middle school with the highest comprehensive strength in each district of Beijing, China as the research object, and conducted a quantitative study on the status of innovative behavior of young teachers, the status of Service-Oriented Leadership perceived by young teachers, and the atmosphere of organizational innovation. the findings showed the research variables had significant positive effects on each other; and organizational innovation atmosphere played a moderating role between Service-Oriented Leadership and young teachers' innovative behavior, which indicated the

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Pratama, Linardo, Bradley Setiyadi, and Diah Adinda Pratiwi. "Meninjau Perilaku Kerja di Lembaga Pendidikan: Studi Literatur pada Perilaku Inovatif Guru dan Tenaga Kependidikan." Likhitaprajna Jurnal ilmiah 24, no. 2 (2023): 117–20. http://dx.doi.org/10.37303/likhitaprajna.v24i2.225.

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Teachers and education staff need to have innovative work behavior so that educational goals can be achieved optimally. Innovative work behavior studies in Indonesia are more dominant in detail in organizations that produce products or companies. The purpose of this research is to analyze what variables affect and are influenced by innovative work behavior variables in educational institutions and aims to find out the forms of innovation carried out by teachers and education staff in carrying out teaching and learning activities. This research method uses literature review. Based on the result

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Wei, Guo, Bity Salwana Alias, and Aida Hani Binti Mohd Kalok. "Digital Leadership Impact on Teacher Innovation in Higher Vocational Colleges: The Intermediary Role of the Organizational Innovation Climate." International Journal of Learning, Teaching and Educational Research 24, no. 5 (2025): 537–55. https://doi.org/10.26803/ijlter.24.5.28.

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Teachers' innovative serves as a continuous driving force in educational reform and acts as a crucial institutional safeguard for promoting educational modernization. 450 teachers from higher vocational colleges in China answered a questionnaire, aiming to systematically explore the relationship between digital leadership and teachers' innovative behavior, while also examining the mediating effects of the organizational innovation climate. Through structural equation modeling analysis, three primary findings emerged: (1) Digital leadership has a statistically significant positive predictive ef

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Gkorezis, Panagiotis. "Principal empowering leadership and teacher innovative behavior: a moderated mediation model." International Journal of Educational Management 30, no. 6 (2016): 1030–44. http://dx.doi.org/10.1108/ijem-08-2015-0113.

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Purpose – The purpose of this paper is to contribute to extant literature by linking principal empowering leadership to teachers’ innovative work behavior. By doing so, the author attempts to provide a more nuanced understanding of this relationship by examining a moderated mediation model which encompasses exploration as a mediator and role conflict as a moderator. Design/methodology/approach – Data were collected from 201 public teachers. In order to examine the present hypotheses bootstrapping analysis, Sobel test and SPSS macro were used. Findings – The results demonstrated that teacher ex

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Sharma, Renu, Simnu Bhatia, Sheela Bhargava, Monika Kulshreshtha, and Mohita Mohita. "EFFECT OF INCLUSIVE LEADERSHIP (IL) ON INNOVATIVE WORK BEHAVIOR (IWB) OF SCHOOL TEACHERS: A PARALLEL MEDIATION ANALYSIS IN PLS – SEM." IITM Journal of Business Studies 12, no. 1 (2025): 128–40. https://doi.org/10.48165/iitmjbs.2025.12.1.7.

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This study investigates the innovative work behaviour of school teachers who practice in clusive leadership, with mediating roles of workplace friendship and psychological safety. Drawing on data from 308 school teachers, PLS-SEM revealed that inclusive leadership positively impacts innovative work behavior, workplace friendship, and psychological safety. Furthermore, both workplace friendship (WF) and psychological safety (PS) significantly in fluence innovative work behavior and serve as mediators in the relationship between IL and IWL innovative work behavior. The results ac centuate the im

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Febriantina, Susan, Muhammad Ikhwan, Despinur Dara, Suwatno Suwatno, and Della Rulita Nurfaizana. "What drives vocational teachers to be innovative?" Jurnal Riset Pendidikan Ekonomi 10, no. 1 (2025): 1–9. https://doi.org/10.21067/jrpe.v10i1.10893.

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This study explores the impact of leadership, emotional intelligence, information and communication technology (ICT), and knowledge sharing on the innovative work behavior of vocational high school (SMK) teachers in Bekasi Regency, Indonesia. In the context of the Industry 4.0 revolution, vocational education plays a crucial role in preparing youth for the challenges of a rapidly evolving industry. SMK teachers, as frontline educators, are expected to exhibit innovative work behavior to create relevant and impactful learning experiences. However, low levels of innovative work behavior among SM

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Izzati, Umi Anugerah, Warih Handayaningrum, and Olievia Prabandini Mulyana. "Innovative Behavior in Elementary School Teachers." Studies in Learning and Teaching 4, no. 3 (2023): 469–79. http://dx.doi.org/10.46627/silet.v4i3.259.

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Elementary school teachers have an important role in educational institutions. One of these roles is that the teacher can display innovative behavior in order to support the achievement of school goals. This study aims to analyze the description of innovative behavior in elementary school teachers. This study used a descriptive qualitative method with 12 teachers who worked in an elementary school as respondents. Data collection used unstructured interviews, and the research instrument was an interview guide. The research instrument was developed by the research team using innovative behavior

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Lancian, Ivy Suzzete A., and Celso L. Tagadiad. "Empowering Leadership and Work Environment as Predictors of Innovative Work Behavior of Teachers." International Journal of Research and Innovation in Social Science IX, no. III (2025): 1–15. https://doi.org/10.47772/ijriss.2025.9030001.

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This study explores the role of empowering leadership and work environment as predictors of innovative work behavior among teachers. The work environment is assessed through co-worker and supervisor relationships, physical work conditions, organizational commitment, job qualities, opportunities for training and development, communication practices, and alignment with departmental goals. A total of 300 teachers were randomly selected to participate, with data gathered via three research questionnaires. The study adopts a descriptive-correlational research design. The findings indicate that empo

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Figueroa, Kenethnol M., and Aprell L. Abellana. "Organizational Culture and Strategic Leadership on Teachers’ Innovative Work Behavior." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 23–35. https://doi.org/10.47772/ijriss.2025.90600003.

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This study was conducted to examine the relationship between organizational culture and strategic leadership on teacher’s innovative work behavior. Using a descriptive survey method, the researcher collected data from 250 secondary public-school teachers in selected National High Schools within the Department of Education, Division of Valencia City, Bukidnon. Organizational culture was measured through its dimensions of collaborative leadership, teacher collaboration, and unity in purpose. Strategic leadership was measured through its dimensions of future-oriented, evidenced and research-led,

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Saad, Norazlinda, Surendran Sankaran, and Raja Ramanathan. "THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP OF HEADMASTERS ON TEACHER INNOVATION BEHAVIOR AT TAMIL PRIMARY SCHOOLS IN THE KUALA MUDA YAN DISTRICT, KEDAH." International Journal of Modern Trends in Social Sciences 8, no. 29 (2025): 45–55. https://doi.org/10.35631/ijmtss.829004.

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This study aims to identify the influence of the Headmaster's Transformational Leadership Style on the Innovative Behavior among teachers. This study uses a quantitative approach by applying a survey method. 196 teachers from Tamil Vernacular Schools (SJKT) in the Kuala Muda Yan District were selected as the study sample using simple random sampling technique. A questionnaire containing 80 items was used as the data collection instrument, with a reliability value of 0.78 for the Headmaster’s Transformational Leadership Style variable and 0.89 for the Teacher’s Innovative Behavior variable. The

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Tabjan, Kindred P., Romel A. Samson, and Egan C. Trabado. "Innovative Work Behavior and Job Satisfaction among Public Elementary School Teachers in Trento Agusan Del Sur." International Journal of Research and Innovation in Social Science VIII, no. II (2024): 1701–5. http://dx.doi.org/10.47772/ijriss.2024.802119.

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This study investigated the interplay between innovative work behavior and job satisfaction among public elementary school teachers. A descriptive-correlational research design was employed. The sample comprised of teachers from diverse backgrounds within the public elementary schools using universal as sampling technique. This study utilized survey questionnaires to measure innovative work behavior and job satisfaction levels. Weighted Mean was used to assess the levels of innovative work behavior and job satisfaction while Pearson correlation coefficient was employed to determine the relatio

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Ka, Hyang Soon, and Eung Ja Kim. "Structural Relationships among Elementary School Vice Principals' Coaching Competency as Perceived by Teachers, Teachers' Innovative Behavior, and Organizational Trust." Korea Parents Education Association 22, no. 1 (2025): 139–62. https://doi.org/10.61400/jpe.2025.22.1.139.

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The purpose of this study is to identify the structural relationship among the coaching competency of vice principals as perceived by elementary school teachers and teachers' innovation behavior and organizational trust. To this end, a survey was conducted among elementary school teachers in Seoul and Gyeonggi and Chungnam provinces, and a total of 203 responses were collected and statistically analyzed using SPSS and AMOS 28.0. The results of this study are as follows. First, there is a significant positive correlation between elementary teachers' innovation behavior, coaching competency of v

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Chen, Xing, Ling Wu, Lehan Jia, and Mohammed A. M. AlGerafi. "Flow Experience and Innovative Behavior of University Teachers: Model Development and Empirical Testing." Behavioral Sciences 15, no. 3 (2025): 363. https://doi.org/10.3390/bs15030363.

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The innovative behavior of university teachers plays a vital, long-term role in advancing scientific and technological innovation and in nurturing high-level talent. Flow experience is influenced by flow antecedents such as the balance between challenge and skill, clear goals, immediate feedback, intrinsic motivation, and perceived risk. Moreover, flow experience, characterized by deep concentration and effective attention allocation, is essential in facilitating innovative behavior by enhancing problem-solving and analytical abilities. This study explores the relationship between flow experie

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Pangestu, Dzakwan Ario, Shabila Ayu Putri Islami, and Putri Maylinda. "Transformational Leadership and Proactive Personality on Innovative Behavior among High School Teachers in Cirebon City." Journal Research of Social Science, Economics, and Management 3, no. 9 (2024): 1743–53. http://dx.doi.org/10.59141/jrssem.v3i9.640.

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The Education Era 4.0 demands the adaptation of human resources, especially teachers, to be able to produce students who are creative, think critically, and are communicative. However, there are still challenges in changing the work paradigm of teachers and education personnel towards innovation. Innovation is the key to facing new challenges and improving educational performance. The national education curriculum emphasizes the importance of preparing productive, creative, innovative, and effective human resources. However, data shows a low level of teacher innovation in Indonesia. This resea

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Tyas S., Ch Ndaru. "Self Efficay, Trust Toward Leader dan Pengaruhnya terhadap Perilaku Kerja Inovatif." EXERO : Journal of Research in Business and Economics 4, no. 1 (2022): 1–28. http://dx.doi.org/10.24071/exero.v4i1.5024.

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This study aims to examine whether self efficacy has positive influence on innovative work behavior of teachers (innovative work behavior) and whether trust in leadership (trust toward leader) positive effect on the innovative behavior of teachers (innovative work behavior). This study uses the theory of Phillip and Gully (1997) to consider the positive influence between self efficacy and innovative behavior of teachers (innovative work behavior), as well as the theory of Mayer and Davis (1995) to consider the positive effect of trust in leadership (trust toward the leader) on behavior innovat

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Mokhlis, Safiek, and Abdul Hakim Abdullah. "Teachers’ autonomy and innovative work behavior: the mediating role of schools’ innovation climate." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2108. http://dx.doi.org/10.11591/ijere.v13i4.27697.

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For schools to maintain their competitiveness and enhance the standards of their education, they need to implement innovative approaches that allow them to stay abreast of the constantly changing technological, economic, and social environment. The success of these innovative approaches in schools relies heavily on teachers’ innovative work behavior (IWB), and so the role of teachers in this regard is pivotal. It is therefore crucial to determine the factors that affect teachers’ IWB. Thus, the purpose of the current study was to investigate the relationship between teachers’ autonomy, schools

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Mokhlis, Safiek, and Abdul Hakim Abdullah. "Teachers' autonomy and innovative work behavior: the mediating role of schools' innovation climate." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2108–16. https://doi.org/10.11591/ijere.v13i4.27697.

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For schools to maintain their competitiveness and enhance the standards of their education, they need to implement innovative approaches that allow them to stay abreast of the constantly changing technological, economic, and social environment. The success of these innovative approaches in schools relies heavily on teachers’ innovative work behavior (IWB), and so the role of teachers in this regard is pivotal. It is therefore crucial to determine the factors that affect teachers’ IWB. Thus, the purpose of the current study was to investigate the relationship between teachers’

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Wahid, Maria, and Nadia Ayub. "Predictive role of psychological capital and perceived organizational support on innovative work behavior among higher education teachers of Pakistan." Tuning Journal for Higher Education 11, no. 2 (2024): 191–219. http://dx.doi.org/10.18543/tjhe.2715.

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The current study aimed to determine the predictive role of Psychological Capital (PsyCap) and Perceived Organizational Support (POS) on Innovative Work Behavior (IWB) among higher education teachers of Pakistan. A sample of 200 higher education teachers was recruited from various private and public sector institutes across Pakistan. The analysis revealed significant relationship between psychological capital and innovative work behavior (r= .700); and; perceived organizational support and innovative work behavior (r= .305). Also, psychological capital and perceived organizational support were

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Ihsan, Muzhir Ihsan, Nurdin Fahrurrobi, and Ima Rahmawati. "PENGARUH KEPEMIMPINAN TRANSFORMASIONAL TERHADAP PERILAKU KERJA INOVATIF GURU DI SMA SWASTA SE-KECAMATAN PAMIJAHAN BOGOR." JOURNAL EDUCATIONAL MANAGEMENT REVIEWS AND RESEARCH 1, no. 1 (2022): 7–12. http://dx.doi.org/10.56406/emrr.v1i1.21.

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Innovative work behavior is an individual action that is useful for certain organizations by recognizing a problem, coming up with new ideas, developing new ideas, and realizing every new idea with prescribed procedures. This research was conducted in private high schools throughout the Pamijahan District, Bogor Regency. This study aims to explain the effect of transformational leadership on teachers' innovative work behavior. This study uses quantitative methods with data collection techniques using a questionnaire or questionnaire. The sample used was 110 teachers, through probability sampli

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Windasari, Erny Roesminingsih, Aditya Chandra Setiawan, Abi Hanif Dzulquarnain, and Huy P. Phan. "Transformational leadership in education: How PLCs, self-efficacy, and motivation drive innovative teaching." Multidisciplinary Reviews 8, no. 7 (2025): 2025205. https://doi.org/10.31893/multirev.2025205.

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Transformational leadership effectively fosters an environment conducive to innovation and motivation, ultimately positively impacting the standard of teaching and learning in school. The main problem currently is teachers' innovation and pedagogical competence are still low. This study explores the role of Professional Learning Communities (PLCs), self-efficacy, and motivation as mediators between transformational leadership and teaching innovative behavior. The research employs a quantitative approach, utilizing data collection instruments to survey 374 teachers chosen through cluster random

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Joyce, Bonnie, and Wilfred Wienke. "Preparing teachers in behavior disorders through an innovative teacher training program." Rural Special Education Quarterly 9, no. 2 (1988): 4–9. http://dx.doi.org/10.1177/875687058800900202.

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This article describes a unique teacher training program available to individuals who are teaching students with behavior disorders in rural areas of West Virginia. The program incorporates those competencies in behavior disorders and in rural education that have been field tested and identified as important for BD teachers in the state. Use of portable computers for collecting, recording, and analyzing student data, provide the participants with hands-on experience in computer applications and in methods for evaluating the effectiveness of behavioral and instructional programs in the classroo

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Zhang, Xiaoxue, Jianpeng Fan, and Ruixia Zhang. "How overqualification, job crafting, and workgroup emotional climate affect college teachers' innovation behavior." Social Behavior and Personality: an international journal 52, no. 3 (2024): 1–11. http://dx.doi.org/10.2224/sbp.12526.

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College teachers are producers of scientific knowledge, and innovative behavior is important to this group, especially since overqualification is a common phenomenon. However, there is much debate about the effect of overqualification on innovation behavior. Therefore, we used statistical analysis software to explore the interaction mechanisms between overqualification and college teachers' innovation behavior using data from 368 questionnaires. Overqualification was found to be negatively related to college teachers' innovation behavior, and job crafting played a mediating role in this relati

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Bao, Yuangen. "Principals’ secure base leadership and teachers’ innovative behavior: A moderated mediation model." Social Behavior and Personality: an international journal 52, no. 6 (2024): 1–10. http://dx.doi.org/10.2224/sbp.13121.

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Despite growing interest in employee innovation, the relationship between principals’ secure base leadership and teachers’ innovative behavior remains largely unexplored. To address this gap, I conducted a time-lagged study to examine the associations between secure base leadership, innovative behavior, and affective commitment, and the moderating effect of proactive personality levels. Participants comprised 277 primary and secondary school teacher???principal dyads in China, who completed on-site surveys at three time points. My results revealed that principals’ secure base leadership positi

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Sofwan, Muhammad, Akhmad Habibi, Razaz Waheeb Attar, Turki Mesfer Alqahtani, Sarah A. Alahmari, and Amal Hassan Alhazmi. "Factors Affecting Teachers’ Behavior of Innovative Teaching with Technology: Structural Equation Modelling." Sustainability 16, no. 19 (2024): 8496. http://dx.doi.org/10.3390/su16198496.

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This study aimed to investigate factors that predict Indonesian primary school teachers’ behavior of innovative teaching with technology (BITT). A survey instrument was adapted and validated through content validity, a pilot test, and a measurement model in partial least square structural equation modeling (PLS-SEM). We obtained data from 868 primary school teachers, analyzed through a structural model in PLS-SEM and multivariate analysis of variance (MANOVA) in SPSS. The structural model was computed with several statistical reports, including the path coefficient (β), effect sizes (f2), coef

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Prasetyono, Hendro, Sumaryati Tjitrosumarto, J. Sabas Setyohadi, Sri Hapsari, and Ira Pratiwi Ramdayana. "Analysis of improving innovative work behaviour of vocational high school teachers in terms of servant leadership with knowledge sharing as an intervening variable." Jurnal Pendidikan Vokasi 14, no. 1 (2024): 110–20. http://dx.doi.org/10.21831/jpv.v14i1.65445.

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The purpose of this research is to describe the innovative work behavior of vocational high school teachers in terms of servant leadership which is intervened by knowledge sharing. This research uses a quantitative approach with a survey method. The sampling technique was simple random sampling which came from vocational high school teachers from the provinces of East Java, Central Java, West Java, DKI Jakarta, Banten, Riau Islands, and South Sumatra with a total of 165 teachers. Data analysis techniques using descriptive analysis and path analysis. Results: The dimension of the teacher's inno

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Bao, Yuangen. "The influence of resonant leadership on teachers’ innovative behavior: The mediating mechanism of information processing models." PLOS ONE 20, no. 4 (2025): e0321763. https://doi.org/10.1371/journal.pone.0321763.

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Teacher innovation is crucial for adapting education to contemporary societal needs. While the benefits of resonant leadership have been extensively studied, its influence on teachers’ innovative behavior and associated cognitive-affective processes remains underexplored. This study employs the information processing theory to investigate the influence of resonant leadership on innovative behavior among primary and junior teachers in mainland China, while examining the intricate mediating roles of perceived insider status and affective commitment. Using structural equation modeling and bootstr

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Daud, Siti Rohana, Azira Rahim, Muhammad Syukri Abdullah, et al. "A Conceptual Framework for the Individual Factors Fostering the Innovative Work Behaviour of STEM Teachers." Information Management and Business Review 16, no. 1(I) (2024): 252–61. http://dx.doi.org/10.22610/imbr.v16i1(i).3709.

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This article explores the factors influencing innovative work behavior (IWB) among academics in the field of education, with a specific focus on STEM teachers. The inquiry adopts the conceptual framework of self-determination theory. A literature review methodology is employed, encompassing an examination of journals, conference papers, theses, and a conceptual approach. Variables in this analysis are delineated and measured in accordance with previous research and recommendations. The findings of this study highlight the significance of intrinsic motivation, self-efficacy, and job engagement

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Da'as, Rima'a, Abeer Watted, and Miri Barak. "Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning." International Journal of Educational Management 34, no. 8 (2020): 1339–55. http://dx.doi.org/10.1108/ijem-12-2019-0449.

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PurposeThe study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.Design/methodology/approachData were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).FindingsThe analysis confirmed that organizational learning

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Hasanati, Nida, Azizah Khusnul Karima, and Surahman Surahman. "Is the influence of quality of work life on innovative work behavior mediated by happiness at work in teachers." Jurnal Ilmiah Psikologi Terapan 13, no. 1 (2025): 41–47. https://doi.org/10.22219/jipt.v13i1.38021.

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The innovative work behaviour of teachers is critical in creating a dynamic learning environment, increasing student engagement and motivation, and encouraging professional development. Innovation not only benefits students but also helps teachers develop and adapt to face challenges in the world of modern education. Quality of work life is assumed to influence innovative behaviour at work but does not influence it directly. Therefore, this research uses happiness as a mediator variable. This research aims to determine the influence of quality of life on teachers' innovative behaviour, which i

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Rahmawati, Ima, Hana Lestari, and Zaimatus Sa’diyah. "Empowering Technopreneurial Leadership: Fostering Innovative Behavior among Islamic School Teachers." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 8, no. 1 (2024): 146–58. http://dx.doi.org/10.33650/al-tanzim.v8i1.7292.

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This research is motivated by the need for Islamic school's human resources who have strong character, have an entrepreneurial spirit, have high global insight competence, can think critically, creatively, communicatively, collaboratively, and innovatively, and have academic abilities that are in line with organizational needs in the era of digitalization. This means that madrasah teachers who have innovative work behavior are needed. To develop creative work behavior, a leader who can manage madrasa human resources must integrate entrepreneurial values with technology. The focus of the proble

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Purwanto, Anim, Suryadi Suryadi, Nursofah Nursofah, and Istiqomah Istiqomah. "Perilaku Inovatif Guru Melalui Kepemimpinan Transformasional, Knowledge Sharing, dan Kompetensi Digital." Indo-MathEdu Intellectuals Journal 5, no. 6 (2024): 7752–62. https://doi.org/10.54373/imeij.v5i6.2145.

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This study focuses on the problem of low innovative behavior of teachers that can hinder effective learning processes. The purpose of this study was to analyze the influence of transformational leadership, knowledge sharing, and digital competence on innovative behavior of teachers. The research method used was quantitative involving a sample of 143 teachers at the Nurul Iman Islamic Boarding School in Bogor. Data collection technique used an instrument with a Likert scale distributed to respondents, while inferential statistics were used to analyze the data. The results showed that there was

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Lambriex‐Schmitz, Peggy, Marcel R. Van der Klink, Simon Beausaert, Monique Bijker, and Mien Segers. "When innovation in education works: stimulating teachers' innovative work behaviour." International Journal of Training and Development 24, no. 2 (2020): 118–34. http://dx.doi.org/10.1111/ijtd.12175.

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Ulya Amelia. "Transformational Leadership, Self-Efficacy, Organizational Climate on Innovative Behavior in Indonesia." Communications on Applied Nonlinear Analysis 32, no. 8s (2025): 709–23. https://doi.org/10.52783/cana.v32.3768.

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This study investigated the influence of transformational leadership, self-efficacy, and organizational climate on teachers' innovative behavior. The focus was on idea generation, idea search, idea communication, implementation initiation activities, involving others, and overcoming obstacles. The method used was a survey involving 160 civil servant teachers in junior high schools in Bukittinggi City. PLS-SEM is a statistical tool used to examine data and test research hypotheses in a structural model. The findings of this study revealed (1) a significant correlation between innovative behavio

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Georgios, Karavasilis. "Work satisfaction or burnout and their impact on innovative work behavior of Greek teachers." Journal of Contemporary Education Theory & Research 3, no. 2 (2019): 3–10. https://doi.org/10.5281/zenodo.3635027.

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<em>Innovation is a lever for growth and prosperity in business and society as a whole. Innovation</em>s lead<em> to the industrial revolutions which are transforming our world. Innovation is the solution to many of the side effects of industrial revolutions. We can prepare the future world citizens to face the challenges of the new world only by education. The purpose of this study was to investigate work satisfaction, work engagement, burnout and innovative work </em><em>behavior of Greek teachers. From the investigation the relationships between the above concepts emerged and the demographi

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Thurlings, Marieke, Arnoud T. Evers, and Marjan Vermeulen. "Toward a Model of Explaining Teachers’ Innovative Behavior." Review of Educational Research 85, no. 3 (2015): 430–71. http://dx.doi.org/10.3102/0034654314557949.

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Dumbi, Khairunnisa Syafira, and Stephanie Yuanita Indrasari. "Encourage Teacher Innovative Behavior : The Interaction Role of Cognitive Flexibility and Teacher Self-Efficacy." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 10, no. 1 (2024): 314. http://dx.doi.org/10.33394/jk.v10i1.10897.

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This study aims to analyze the interaction role of cognitive flexibility and teacher self-efficacy in teacher innovative behavior in the context of curriculum change in Indonesian schools. This study used a quantitative survey method. Three instruments were used, namely the Teacher Innovative Behavior Scale, the Cognitive Flexibility Inventory, and the Teachers’ Sense of Efficacy Scale. Data were collected from 322 teachers from three educational levels in Jabodetabek. Descriptive analyses, correlation analyses, and moderation analyses were conducted. The findings revealed that cognitive flexi

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Rahmatika, Alfilia Hilda, and Susanti Saragih. "Who Else Wants to Work Innovatively? The Role of Transformational Leadership in the Workplace." Organization and Human Capital Development 2, no. 2 (2023): 87–100. http://dx.doi.org/10.31098/orcadev.v2i2.1566.

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This study aims to determine the effect of transformational leadership and job satisfaction as mediators on teachers' innovative work behavior. By using a quantitative approach, 212 teachers from senior high schools and vocational high schools in three suburbs of Bandung City, Indonesia, were involved in this study. The research model in this study was tested using PLS-SEM assisted by SmartPLS 3.2.9 for Windows software. The results indicate that transformational leadership has a positive and significant effect on innovative work behavior. Job satisfaction also played a significant role in med

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Du, Tao, and Yuan-Cheng Chang. "Influence of Organizational Innovation Climate on Creativity and the Mediating Role of Feedback-Seeking Behavior—A Case Study of University Teachers in Hebei, China." International Journal of Learning, Teaching and Educational Research 22, no. 4 (2023): 87–103. http://dx.doi.org/10.26803/ijlter.22.4.6.

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The organization of an innovative climate is essential for the development of creativity. This study investigated the impact of an innovative climate on creativity among university teachers in Hebei, China, and examined feedback-seeking behavior as a mediating variable. An intermediary model was built to test the mediating role of feedback-seeking behavior in the relationship between an innovative climate and creativity, using AMOS software to analyze the questionnaire data of 356 university teachers in Hebei. The mediating model consists of three variables, which are an innovative climate, fe

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Qotrunnada, Rifdah, and Arum Etikariena. "How School Principal’s Humility Encourages Teachers to Be More Innovative : The Role of Informal Learning and Psychological Safety as Mediators." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 11, no. 2 (2025): 469. https://doi.org/10.33394/jk.v11i2.14980.

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This study aims to examine how principals’ leader humility influences teachers’ innovative work behavior through the mediating roles of psychological safety and informal learning. This study used a quantitative survey method. There were four instruments used, including Teacher Innovative Work Behavior Scale, Expressed Humility Scale, Individual Psychological Safety Scale, and Informal Learning Scale. Data were collected from 221 teachers in Indonesia using a convenience sampling technique. Hypotheses were tested using Model 6 of the Hayes PROCESS macro. All hypotheses were supported by the dat

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