Psychosocial Predictors of InnovativeWork Behavior AmongSchoolTeachers

Abstract

The purpose of this study was to explore the psychosocial predictors of Innovative Work Behavior among school teachers, with a focus on psychological empowerment and proactive personality. The study utilized a cross-sectional correlational research design and purposive convenient sampling technique to obtain a sample of 400 men and women school teachers. The effects of psychological empowerment, proactive personality, job autonomy, perceived organizational support, job experience, gender, and institutional type on innovation were explored. Results confirmed that psychological empowerment and proactive personality positively predict Innovative Work Behavior. Job autonomy and perceived organizational support strengthen the relationship between psychological empowerment and Innovative Work Behavior. However, these factors did not moderate the proactive personality-innovation link. Job experience positively relates to innovation. Gender differences emerged, with women showing higher empowerment and men displaying greater proactive personality. However, the hypothesis of a stronger proactive personality-innovation relationship for men was not supported. Private institution employees exhibited higher proactive institution teachers had greater psychological personality, empowerment while private compared to government counterparts. This study underscores the need to consider job experience, gender differences, and institutional types in promoting innovation. Implications for institutions and future research are discussed. Overall, the findings of this study have important implications for the development of strategies to promote innovative workplace behaviors among school teachers which greatly influence the success of the strategic plans that have been set. The theoretical and practical implications of the findings are discussed for researchers and practitioners alike. This viii study provides valuable insights into the factors influencing innovative behavior among school teachers, highlighting the significance of empowering teachers and recognizing the role of personality traits in fostering innovation in educational settings