What factors affect teacher innovative behavior: a literature review

M.C.G. Thurlings; A.T. Evers; M. Vermeulen

What factors affect teacher innovative behavior: a literature review

M.C.G. Thurlings, A.T. Evers, M. Vermeulen

Onderzoeksoutput: Bijdrage aan congres › Poster

Samenvatting

This literature review focuses on factors that influence teacher innovative behavior. The overarching research question was: What factors influence teacher innovative behavior? Studies were selected in a two-step procedure (i.e., first judge abstract and title, second full text) and had to meet certain criteria for inclusion and exclusion. Finally, 37 studies were selected. Findings showed that personal and organizational factors influence teacher innovative behavior. Personal factors were more closely related to innovative behavior than organizational factors. Teachers should have the ability, motivation, and opportunity in order for their innovative behavior to succeed. The overwhelming majority of studies did not test a model, nor quantitative or qualitative, with mediating or moderating factors. Therefore, for future research we recommend that studies examine the complexity of factors.

Originele taal-2	Engels
Status	Gepubliceerd - 2015
Evenement	16th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2015) - Limassol, Cyprus Duur: 25 aug. 2015 → 29 aug. 2015 Congresnummer: 16 http://www.earli2015.org/

Congres

Congres	16th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2015)
Verkorte titel	EARLI 2015
Land/Regio	Cyprus
Stad	Limassol
Periode	25/08/15 → 29/08/15
Ander	EARLI
Internet adres	http://www.earli2015.org/

Bibliografische nota

Presentation at the 16th Biennal European Conference for research on learning and instruction (EARLI2015) August 25-29, 2015, Lymassol, Cyprus, Greece

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abstract = "This literature review focuses on factors that influence teacher innovative behavior. The overarching research question was: What factors influence teacher innovative behavior? Studies were selected in a two-step procedure (i.e., first judge abstract and title, second full text) and had to meet certain criteria for inclusion and exclusion. Finally, 37 studies were selected. Findings showed that personal and organizational factors influence teacher innovative behavior. Personal factors were more closely related to innovative behavior than organizational factors. Teachers should have the ability, motivation, and opportunity in order for their innovative behavior to succeed. The overwhelming majority of studies did not test a model, nor quantitative or qualitative, with mediating or moderating factors. Therefore, for future research we recommend that studies examine the complexity of factors.",

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note = "Presentation at the 16th Biennal European Conference for research on learning and instruction (EARLI2015) August 25-29, 2015, Lymassol, Cyprus, Greece; 16th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2015), EARLI 2015 ; Conference date: 25-08-2015 Through 29-08-2015",

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T1 - What factors affect teacher innovative behavior

T2 - 16th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2015)

AU - Thurlings, M.C.G.

AU - Evers, A.T.

AU - Vermeulen, M.

N1 - Conference code: 16

PY - 2015

Y1 - 2015

N2 - This literature review focuses on factors that influence teacher innovative behavior. The overarching research question was: What factors influence teacher innovative behavior? Studies were selected in a two-step procedure (i.e., first judge abstract and title, second full text) and had to meet certain criteria for inclusion and exclusion. Finally, 37 studies were selected. Findings showed that personal and organizational factors influence teacher innovative behavior. Personal factors were more closely related to innovative behavior than organizational factors. Teachers should have the ability, motivation, and opportunity in order for their innovative behavior to succeed. The overwhelming majority of studies did not test a model, nor quantitative or qualitative, with mediating or moderating factors. Therefore, for future research we recommend that studies examine the complexity of factors.

AB - This literature review focuses on factors that influence teacher innovative behavior. The overarching research question was: What factors influence teacher innovative behavior? Studies were selected in a two-step procedure (i.e., first judge abstract and title, second full text) and had to meet certain criteria for inclusion and exclusion. Finally, 37 studies were selected. Findings showed that personal and organizational factors influence teacher innovative behavior. Personal factors were more closely related to innovative behavior than organizational factors. Teachers should have the ability, motivation, and opportunity in order for their innovative behavior to succeed. The overwhelming majority of studies did not test a model, nor quantitative or qualitative, with mediating or moderating factors. Therefore, for future research we recommend that studies examine the complexity of factors.

M3 - Poster

Y2 - 25 August 2015 through 29 August 2015

ER -

What factors affect teacher innovative behavior: a literature review

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