Toward a Model of Explaining Teachers’ Innovative Behavior: A Literature Review

Marieke Thurlings, Arnoud Evers, Marjan Vermeulen

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    Innovative behavior can be described as a process in which new ideas are generated, created, developed, applied, promoted, realized, and modified by employees to benefit role performance. Various reasons, such as rapid technological and social changes in society, underline the necessity for innovative behavior of employees and certainly of teachers. However, little research has been conducted that explores teacher innovative behavior and which factors influence this behavior or what effects can be achieved through suchbehavior. In this systematic literature review, we develop a preliminary model of factors that enhance innovative behavior in educational organizations. Similar to findings of studies in other human behavior fields, self-efficacyplays an important role as well as a variety of individual and environmentalfactors. Based on this review, we urge for more systematic research on teacher innovative behavior to enhance the future quality of education.
    Original languageEnglish
    Pages (from-to)430-471
    Number of pages42
    JournalReview of Educational Research
    Volume85
    Issue number3
    DOIs
    Publication statusPublished - 1 Sep 2015

    Keywords

    • Teachers
    • Innovative behavior
    • Education
    • Systematic literature review

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