Are Early Career Teachers Innovative? A Comparison with Other University Graduates
Saved in:
| Title: | Are Early Career Teachers Innovative? A Comparison with Other University Graduates |
|---|---|
| Language: | English |
| Authors: | Verena Jörg (ORCID |
| Source: | Journal of Educational Psychology. 2025 117(7):1178-1195. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Secondary Education |
| Descriptors: | College Graduates, Beginning Teachers, Teacher Behavior, Predictor Variables, Foreign Countries, Teaching Conditions, Secondary School Teachers, Career and Technical Education Teachers, Public Schools, Personality Traits, Elementary School Teachers, Teacher Attitudes, Innovation |
| Geographic Terms: | Germany |
| DOI: | 10.1037/edu0000954 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | Teachers' innovative behavior is a crucial factor in improving the current and future quality of schools. Using comprehensive longitudinal panel data (N = 1,982), this study analyzes early career teachers' reports of their innovative behavior and key influencing factors in comparison to recent graduates of other occupations. Using data from three measurement points before and after the participants began their work lives, the study examines the relationships between personality traits (openness to experience and risk-taking), job characteristics (autonomy and time pressure), and innovative behavior. It also compares teachers' innovative behavior and its predictors with other occupations and examines whether occupational affiliation explains innovative behavior indirectly through occupational differences in job characteristics. Contrary to our expectations, teachers reported significantly more innovative behavior than graduates in other occupations. Furthermore, personality traits such as openness and risk-taking show only small positive relationships with differences in individual innovative behavior. Across occupations, job autonomy is identified as a factor strongly associated with higher levels of innovative behavior. Time pressure shows a small but positive association with innovative behavior. Possible reasons for the differential effects and implications for school development are discussed. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.5157/NEPS:SC5:17.0.0 |
| Entry Date: | 2026 |
| Accession Number: | EJ1507210 |
| Database: | ERIC |
| Abstract: | Teachers' innovative behavior is a crucial factor in improving the current and future quality of schools. Using comprehensive longitudinal panel data (N = 1,982), this study analyzes early career teachers' reports of their innovative behavior and key influencing factors in comparison to recent graduates of other occupations. Using data from three measurement points before and after the participants began their work lives, the study examines the relationships between personality traits (openness to experience and risk-taking), job characteristics (autonomy and time pressure), and innovative behavior. It also compares teachers' innovative behavior and its predictors with other occupations and examines whether occupational affiliation explains innovative behavior indirectly through occupational differences in job characteristics. Contrary to our expectations, teachers reported significantly more innovative behavior than graduates in other occupations. Furthermore, personality traits such as openness and risk-taking show only small positive relationships with differences in individual innovative behavior. Across occupations, job autonomy is identified as a factor strongly associated with higher levels of innovative behavior. Time pressure shows a small but positive association with innovative behavior. Possible reasons for the differential effects and implications for school development are discussed. |
|---|---|
| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0000954 |
