American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2016, 4(14), 1019-1024
DOI: 10.12691/education-4-14-6
Open AccessArticle

Leveraging Correlates of Innovative Teacher Behaviour for Educational Development in Developing Societies

Rukmini Manasa Avadhanam1, and Vijaya Sherry Chand1

1Ravi J Mathai Centre for Education Innovation, Indian Institute of Management, Ahmedabad, India

Pub. Date: August 29, 2016

Cite this paper:
Rukmini Manasa Avadhanam and Vijaya Sherry Chand. Leveraging Correlates of Innovative Teacher Behaviour for Educational Development in Developing Societies. American Journal of Educational Research. 2016; 4(14):1019-1024. doi: 10.12691/education-4-14-6

Abstract

The public system of elementary education in developing countries is often criticized for its poor performance, but a better understanding of the innovative teachers in this system who achieve their educational goals might offer insights for teacher development. What are the specific individual factors associated with the performance of such teachers? We draw on on-going work to identify the correlates of innovative work performance of government school teachers. It was hypothesized that intrinsic motivation and creative self-efficacy were high correlates of workplace innovative performance, openness to experience and proactivity, perceived job complexity and learning orientation of teachers were moderate correlates, and demographic factors were weak correlates. Three hundred and forty seven teachers were selected by systematic circular random sampling from 5650 teachers whose work had been peer-rated for innovativeness and performance. Intrinsic motivation of teachers was found to be the most significant correlate of innovative performance, along with qualification in a teacher eligibility test conducted by the government. All other factors did not seem to be critical. One implication for large-scale teacher training is the design of a model of professional development which relies on the principle of learning from the motivated teachers—those who have realized their educational goals, regardless of the constraints that are a feature of the more general educational context. This is best done through decentralized peer-driven teacher networks that seek to highlight the work of the innovative teachers as motivational triggers for the wider teaching community.

Keywords:
teacher-driven innovation intrinsic motivation self-efficacy teacher eligibility test

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Amabile, T. M. (1983a). Social psychology of creativity: A componential conceptualization, Journal of Personality and Social Psychology, 45, (2), 357-376.
 
[2]  Amabile, T. M. (1983b). The social psychology of creativity. New York: Springer- Verlag.
 
[3]  Amabile, T. M. (1988). A model of creativity and innovation in organizations. In B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior, vol. 10:123-167. Greenwich, CT: JAI Press.
 
[4]  Amabile, T. M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40, 39-58.
 
[5]  Amabile, T. M., and S. S. Gryskiewicz. (1987) “Creativity in the R&D Laboratory.” Report, Center for Creative Leadership, Greensboro, NC.
 
[6]  Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66: 950-967.
 
[7]  Ames, C, & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-26.
 
[8]  Anderson, N., Carsten, K. W. De D., Nijstad, B. A. (2004). The routinization of innovation research: A constructively critical review of the state-of-the-science. Journal of Organizational Behavior, 25 (2), 147-173.
 
[9]  ASER India (2014). Annual Status of Education Report. Available at http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER%202014/National%20PPTs/aser 2014indiaenglish.pdf.
 
[10]  Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
 
[11]  Bateman, T. S., & Crant, J. M. (1993). The proactive component of organizational behavior. Journal of Organizational Behavior, 14, 103-118.
 
[12]  Benet-Martinez, V., & John, O. P. (1998). Los Cinco Grandes across cultures and ethnic groups: Multi-trait multi-method analyses of the Big Five in Spanish and English. Journal of Personality and Social Psychology, 75, 729-750.
 
[13]  Chand, V. S. (2012). Teachers as Transformers: Innovative Primary School Teachers at Work. Ahmedabad: SRISTI Innovations.
 
[14]  Chand, V. S. (2014). Socio-educational Entrepreneurship within the Public Sector: Leveraging Teacher-driven Innovations for Improvement. International Educational Innovation and Public Sector Entrepreneurship. International Perspectives on Education and Society, Vol. 23, ed. Alexander W. Wiseman. Bingley: Emerald Publishing, pp.59-82.
 
[15]  Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.
 
[16]  Crossan, M. M., & Apaydin, M. (2010). A multi-dimensional framework of organizational innovation: A systematic review of the literature. Journal of Management Studies, 47 (6), 1154-1191.
 
[17]  Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74: 580-590.
 
[18]  Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the determination of behaviour. Psychological Inquiry, 11, 227‐268.
 
[19]  Desai, S., Adams, C.D., and Dubey, A. (2008). Segmented Schooling: Inequalities in Primary Education. India Human Development Survey Working Paper No. 6. New Delhi: NCAER.
 
[20]  Desai, S., Dubey, A., Joshi, B. L., Sen, M., Shariff, A., & Vanneman, R. (2010). Human Development in India: Challenges for a Society in Transition. New Delhi: Oxford University Press.
 
[21]  Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
 
[22]  Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
 
[23]  Egan, T. M. (2005). Factors influencing individual creativity in the workplace: An examination of quantitative empirical research. Advances in Developing Human Resources, 7 (2), 160-181.
 
[24]  Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72: 218-232.
 
[25]  Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
 
[26]  Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.
 
[27]  Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley.
 
[28]  Hammond, M. M., Neff, N. L., Farr, J.L., Schwall, A. R., & Zhao, X. (2011). Predictors of individual-level innovation at work: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts, 5 (1), 90-105.
 
[29]  Hartley, J. (2008). The innovation landscape for public service organizations. In J. Hartley, C. Donaldson, C. Skelcher, & M. Wallace (Eds.), Managing to improve public services (pp. 197-216). New York: Cambridge University Press.
 
[30]  McCrae, R. R. (1996). Social consequences of experiential openness. Psychological Bulletin, 120, 323-337.
 
[31]  McCrae, R.R. & Costa, P.T. (1997). Personality trait structure as human universal. American Psychologist, 52, 509-516. Nunnally, J. & Bernstein, I.H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
 
[32]  McGeown, V. (1980). Dimensions of teacher innovativeness. British Educational Research Journal, 6(2), 147-163.
 
[33]  NUEPA (National University of Educational Planning and Administration). (2009). Elementary education in India: Progress towards UEE. New Delhi: NUEPA.
 
[34]  NUEPA and World Bank. (2015). Draft Report of Teachers in the Indian Education System: Synthesis of a Nine-State Study. New Delhi: National University of Educational Planning and Administration.
 
[35]  Oldham, G. R. & Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39(3), 607-634.
 
[36]  Ouyang, H. (2000). The story of an innovative teacher in Mainland China. Anthropology & Education Quarterly, 31(4), 397-425.
 
[37]  Patterson, F. (2002). Great minds don’t think alike? Person-level predictors of innovation at work. International Review of Industrial and Organizational Psychology, 17, 115-144.
 
[38]  Roskes, M., De Dreu, C. K. W., & Nijstad, B. A. (2012). Necessity is the mother of invention: Avoidance motivation stimulates creativity through cognitive effort. Journal of Personality and Social Psychology, 103, 242-256.
 
[39]  Seibert, S. E., Crant, J. M., & Kraimer, M. L. (1999). Proactive personality and career success. Journal of Applied Psychology, 84, 416-427.
 
[40]  Seibert, S. E., Kraimer, M. L., & Crant, J. M. (2001). What do proactive people do? A longitudinal model linking proactive personality and career success. Personnel Psychology, 54, 845-874.
 
[41]  Thompson, J. A. (2005). Proactive personality and job performance: A social capital perspective. Journal of Applied Psychology, 90, 1011-1017.
 
[42]  Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45 (6), 1137-1148.
 
[43]  Van Dyne, L., & LePine, J. A. (1998). Helping and voice extra-role behaviors: Evidence of construct and predictive validity. Academy of Management Journal, 41, 108-119.
 
[44]  Van Scotter, J., Motowidlo, S. J., & Cross, T. C. (2000). Effects of task performance and contextual performance on systemic rewards. Journal of Applied Psychology, 85, 526-535.
 
[45]  VandeWalle, D., Brown, S. P., Cron, W. L., & Slocum, J. W., Jr. (1999). The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test. Journal of Applied Psychology, 84, 249-259.
 
[46]  Zhou, J., & Shalley, C. E. (2003). Research on employee creativity: A critical review and directions for future research. Research in Personnel and Human Resources Management, 22, 165-217.