Teachers’ Innovative Behaviour: The Importance of Basic Psychological Need Satisfaction, Intrinsic Motivation, and Occupational Self-Efficacy
By Andrea Klaeijsen, Marjan Vermeulen, Rob L. Martens. 2018
192 citations recorded by the source corpus.
ABSTRACT Teachers’ innovative behaviour and professional development are important aspects of high-quality education. It is often thought that motivation influences teachers’ innovative behaviour and professional development. The main purpose of this study is to gain more insight into motivational processes contributing to teachers’ innovative behaviour. Using Self-Determination Theory, both intrinsic motivation and basic psychological need satisfaction are addressed. From an organizational psychology perspective, occupational self-efficacy is also included in the hypothesized model. Online survey data from teachers in primary, secondary, and vocational education in the Netherlands (n = 2,385) are analysed using structural equation modeling. Results show that basic psychological need satisfaction affects both intrinsic motivation and occupational self-efficacy, and that the latter strongly supports innovative behaviour.
Subfields: Applied Psychology, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/b503d3c600101479c54baaf0fc07bdc1190c13e0
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In Applied Psychology
In Safety Research
In Social Psychology
Citations in the corpus
- Transformational leadership, leader–member exchange and school learning climate: Impact on teachers’ innovative behaviour in the Netherlands (2020, background): “, 2017) where teachers’ intention to provide specific behaviour, such as innovative behaviour (Klaeijsen et al., 2018), proved to be related to dispositional or psychological variables, it can be expected that dispositional variables (such as IHoM) are related to more distal variables, such as exper”