Measuring Teacher Innovative Behavior: A Validated Multidimensional Inventory for Use with Public School Teachers

Autor/inn/en	Kuril, Samvet; Maun, Deepak; Chand, Vijaya Sherry
Titel	Measuring Teacher Innovative Behavior: A Validated Multidimensional Inventory for Use with Public School Teachers
Quelle	In: International Journal of Educational Management, 37 (2023) 2, S.393-416 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuril, Samvet) ORCID (Maun, Deepak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-03-2022-0095
Schlagwörter	Public Schools; Teacher Behavior; Educational Innovation; Measurement Techniques; Foreign Countries; Reliability; Validity; Measures (Individuals); Faculty Development; Grade 6; Grade 7; Grade 8; Mathematics Teachers; Science Teachers; Social Sciences; Sex Role; Social Class; Language Teachers; Gender Differences; India + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Teacher behaviour; Lehrerverhalten; Instructional innovation; Bildungsinnovation; Messtechnik; Ausland; Reliabilität; Gültigkeit; Messdaten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geschlechterrolle; Social classes; Soziale Klasse; Language teacher; Sprachunterricht; Geschlechterkonflikt; Indien
Abstract	Purpose: The role of Teacher Innovative Behavior (TIB), in responding to systemic problems in educational systems and promoting "intrapreneurial" behavior has been recognized in recent times. A robust instrument that can help administrators and teacher educators gauge the levels of TIB among their teachers will facilitate the promotion of innovative behavior. Design/methodology/approach: This study tested a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) in a developing nation (India) context with public school teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups. Findings: The IBI, ISI and IO showed good reliability and validity along with full measurement invariance at configural, metric and scalar levels. With respect to the structural parameters, the inventories exhibited invariance of factor variance and covariance, but not of factor means. Practical implications: Teacher innovative behavior (TIB) is seen by developing country education administrators as a tool to address difficult problems. With better measurement, it will be possible to identify teachers who need training in creativity and entrepreneurial behavior, teachers who might have developed innovative practices that could be used for teacher development, and ways of promoting competition among teachers. Originality/value: The study validates inventories, which were earlier tested in non-educational domains, for use with public school teachers of a developing country across gender, caste and subject groups. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01