When Innovation in Education Works: Stimulating Teachers' Innovative Work Behaviour

Autor/inn/en	Lambriex-Schmitz, Peggy; Van der Klink, Marcel R.; Beausaert, Simon; Bijker, Monique; Segers, Mien
Titel	When Innovation in Education Works: Stimulating Teachers' Innovative Work Behaviour
Quelle	In: International Journal of Training and Development, 24 (2020) 2, S.118-134 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3736
DOI	10.1111/ijtd.12175
Schlagwörter	Educational Innovation; Teacher Behavior; Secondary Education; Higher Education; Vocational Education; Foreign Countries; Teacher Administrator Relationship; Teacher Characteristics; Work Environment; Correlation; Netherlands + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Teacher behaviour; Lehrerverhalten; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Ausland; Arbeitsmilieu; Korrelation; Niederlande
Abstract	The twenty-first century labour market requires employees that proactively shape innovations and solve complex problems. Professionals in the education sector are expected to perform innovative behaviour that not only entails the generation, but also the realization and sustainable implementation of new ideas. In a sample of 458 employees in Dutch secondary and higher vocational education (abbreviated in Dutch to "MBO" and "HBO," respectively), this study investigated the relation between environmental factors (namely task variety, management support and exposure to innovation) and Innovative Work Behaviour (IWB) across the different phases of the innovation process, including a sustainability phase. Results of hierarchical regression analyses showed that management support and exposure to innovations served as a predictor for all phases of IWB. Teachers with supportive managers and a high degree of exposure to innovations showed higher scores on innovative behaviour across all phases. Linear regressions revealed a significant relationship between task variety and IWB. In the hierarchical model, only management suport and exposure to innovations showed significant relations. Background characteristics, such as gender, age, tenure, number of working hours and type of education, for which we controlled during the analyses, played a role in how much IWB is displayed. It can be concluded that a work environment, in which employees are exposed to innovation and are supported is crucial. Additionally, in view of the role background characteristics play, it is recommended to select teachers with specific profiles for the different phases of the innovation process. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01