Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory

Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters lifelong learning, and contributes to educational research and development. By encouraging and supporting teacher innovation, we may can ensure that edu...

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Published inScientific reports Vol. 14; no. 1; pp. 2108 - 14
Main Authors Li, Kai, Wijaya, Tommy Tanu, Chen, Xiaoying, Harahap, Muhammad Syahril
Format Journal Article
LanguageEnglish
Published London Nature Publishing Group UK 24.01.2024
Nature Publishing Group
Nature Portfolio
Subjects
631/477
631/477/2811
Anxiety
Cognitive ability
Educational research
Educational Status
Elementary school teachers
Elementary schools
Humanities and Social Sciences
Humans
Lifelong learning
Mathematics
Mathematics teachers
multidisciplinary
Psychological Theory
R&D
Research & development
Science
Science (multidisciplinary)
Social behavior
Students
Thinking
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Abstract Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters lifelong learning, and contributes to educational research and development. By encouraging and supporting teacher innovation, we may can ensure that education remains relevant, effective, and impactful in preparing students for the future. Teacher innovative behavior is also needed to improve the mathematics skills of elementary school students, and it is important to determine the predictors that significantly affecting Teacher innovative behavior. Therefore, this study aimed to develop a model that predicted possible factors affecting mathematics teachers' innovative behavior based on Social Cognitive Theory (SCT). Data were collected from 132 elementary school teachers in China to verify the model, and the analysis was conducted using a structural equation modelling approach. Theoretically, 10 of the 15 hypotheses were found to be significant. The results showed that facilitating conditions and self-efficacy significantly affect mathematics teachers' innovative behavior. Meanwhile, Technological, Pedagogical and Content Knowledge (TPACK) knowledge, Social Influences, Rewards, Work engagement and anxiety did not show any effect. The contribution developed a model and provided new knowledge about the factors affecting elementary school teachers' innovative behavior. Practically, this could be used to improve teachers' innovative behavior.
AbstractList Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters lifelong learning, and contributes to educational research and development. By encouraging and supporting teacher innovation, we may can ensure that education remains relevant, effective, and impactful in preparing students for the future. Teacher innovative behavior is also needed to improve the mathematics skills of elementary school students, and it is important to determine the predictors that significantly affecting Teacher innovative behavior. Therefore, this study aimed to develop a model that predicted possible factors affecting mathematics teachers' innovative behavior based on Social Cognitive Theory (SCT). Data were collected from 132 elementary school teachers in China to verify the model, and the analysis was conducted using a structural equation modelling approach. Theoretically, 10 of the 15 hypotheses were found to be significant. The results showed that facilitating conditions and self-efficacy significantly affect mathematics teachers' innovative behavior. Meanwhile, Technological, Pedagogical and Content Knowledge (TPACK) knowledge, Social Influences, Rewards, Work engagement and anxiety did not show any effect. The contribution developed a model and provided new knowledge about the factors affecting elementary school teachers' innovative behavior. Practically, this could be used to improve teachers' innovative behavior.
Abstract Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters lifelong learning, and contributes to educational research and development. By encouraging and supporting teacher innovation, we may can ensure that education remains relevant, effective, and impactful in preparing students for the future. Teacher innovative behavior is also needed to improve the mathematics skills of elementary school students, and it is important to determine the predictors that significantly affecting Teacher innovative behavior. Therefore, this study aimed to develop a model that predicted possible factors affecting mathematics teachers' innovative behavior based on Social Cognitive Theory (SCT). Data were collected from 132 elementary school teachers in China to verify the model, and the analysis was conducted using a structural equation modelling approach. Theoretically, 10 of the 15 hypotheses were found to be significant. The results showed that facilitating conditions and self-efficacy significantly affect mathematics teachers' innovative behavior. Meanwhile, Technological, Pedagogical and Content Knowledge (TPACK) knowledge, Social Influences, Rewards, Work engagement and anxiety did not show any effect. The contribution developed a model and provided new knowledge about the factors affecting elementary school teachers' innovative behavior. Practically, this could be used to improve teachers' innovative behavior.
Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters lifelong learning, and contributes to educational research and development. By encouraging and supporting teacher innovation, we may can ensure that education remains relevant, effective, and impactful in preparing students for the future. Teacher innovative behavior is also needed to improve the mathematics skills of elementary school students, and it is important to determine the predictors that significantly affecting Teacher innovative behavior. Therefore, this study aimed to develop a model that predicted possible factors affecting mathematics teachers' innovative behavior based on Social Cognitive Theory (SCT). Data were collected from 132 elementary school teachers in China to verify the model, and the analysis was conducted using a structural equation modelling approach. Theoretically, 10 of the 15 hypotheses were found to be significant. The results showed that facilitating conditions and self-efficacy significantly affect mathematics teachers' innovative behavior. Meanwhile, Technological, Pedagogical and Content Knowledge (TPACK) knowledge, Social Influences, Rewards, Work engagement and anxiety did not show any effect. The contribution developed a model and provided new knowledge about the factors affecting elementary school teachers' innovative behavior. Practically, this could be used to improve teachers' innovative behavior.Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters lifelong learning, and contributes to educational research and development. By encouraging and supporting teacher innovation, we may can ensure that education remains relevant, effective, and impactful in preparing students for the future. Teacher innovative behavior is also needed to improve the mathematics skills of elementary school students, and it is important to determine the predictors that significantly affecting Teacher innovative behavior. Therefore, this study aimed to develop a model that predicted possible factors affecting mathematics teachers' innovative behavior based on Social Cognitive Theory (SCT). Data were collected from 132 elementary school teachers in China to verify the model, and the analysis was conducted using a structural equation modelling approach. Theoretically, 10 of the 15 hypotheses were found to be significant. The results showed that facilitating conditions and self-efficacy significantly affect mathematics teachers' innovative behavior. Meanwhile, Technological, Pedagogical and Content Knowledge (TPACK) knowledge, Social Influences, Rewards, Work engagement and anxiety did not show any effect. The contribution developed a model and provided new knowledge about the factors affecting elementary school teachers' innovative behavior. Practically, this could be used to improve teachers' innovative behavior.
ArticleNumber 2108
Author Li, Kai
Wijaya, Tommy Tanu
Harahap, Muhammad Syahril
Chen, Xiaoying
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  givenname: Kai
  surname: Li
  fullname: Li, Kai
  organization: Teacher Education Collage, Chongqing University of Education
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  givenname: Tommy Tanu
  surname: Wijaya
  fullname: Wijaya, Tommy Tanu
  email: 202139130001@mail.bnu.edu.cn
  organization: School of Mathematical Sciences, Beijing Normal University
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  givenname: Xiaoying
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  organization: School of Mathematical Sciences, Beijing Normal University, Education Bureau of Jinwan District
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  givenname: Muhammad Syahril
  surname: Harahap
  fullname: Harahap, Muhammad Syahril
  organization: Institut Pendidikan Tapanuli Selatan
BackLink https://www.ncbi.nlm.nih.gov/pubmed/38267501$$D View this record in MEDLINE/PubMed
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Snippet Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters lifelong...
Abstract Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters...
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StartPage 2108
SubjectTerms 631/477
631/477/2811
Anxiety
Cognitive ability
Educational research
Educational Status
Elementary school teachers
Elementary schools
Humanities and Social Sciences
Humans
Lifelong learning
Mathematics
Mathematics teachers
multidisciplinary
Psychological Theory
R&D
Research & development
Science
Science (multidisciplinary)
Social behavior
Students
Thinking
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Title Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory
URI https://link.springer.com/article/10.1038/s41598-024-52604-4
https://www.ncbi.nlm.nih.gov/pubmed/38267501
https://www.proquest.com/docview/2918141807
https://www.proquest.com/docview/2918511701
https://pubmed.ncbi.nlm.nih.gov/PMC10808225
https://doaj.org/article/16de49cb8e5d438a85c98a90edd4a4c4
Volume 14
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