Examining the Effect of Teachers’ Innovative Work Behaviors on Their Individual Job Performance

Öğretmenlerin Yenilikçi İş Davranışlarının Bireysel İş Performanslarına Etkisinin İncelenmesi

Abstract

The aim of this study is to examine whether innovative work behaviors have an effect on individual performance according to teachers' opinions. The relational screening model was used in the study. As a result of the study; it was found that individual work performance and innovative work behavior levels were above average. According to teachers' perceptions; women's perceptions of supporting ideas were higher than men. However, no statistical difference was found between innovative work behaviors and individual work performance and age and professional experience groups. As a result of another study; a statistically significant difference was found between the idea generation and implementation sub-dimension of innovative work behaviors and educational status groups. In other words, it was found that the idea generation and implementation perceptions of master's and doctoral graduates were higher than undergraduate graduates. Similarly, a statistically significant difference was found between the general scale of innovative work behaviors and educational status groups. Accordingly, it was found that the general perceptions of master's graduates regarding idea innovative work behaviors were higher than undergraduate graduates. It was also found that the general perceptions of associate degree graduates regarding individual work performance were higher than undergraduate and graduate graduates. Another result; the perceptions of those who received innovation training in the idea generation and implementation, idea support and contextual sub-dimensions were higher than those who did not receive innovation training. Finally, a significant, moderate and positive relationship was found between the general dimensions of innovative work behaviors and individual work performance. In addition, teachers' perceptions of innovative work behaviors significantly predict individual work performance perceptions. Accordingly, it is understood that teachers' perceptions of the idea generation and implementation sub-dimension significantly positively predict individual work performance perceptions. In other words, a 100-unit increase in teachers' innovative work behavior dimension increases their perceptions of the idea generation and implementation sub-dimension by 34.7%. In addition, it is understood that teachers' perceptions of the idea support sub-dimension significantly positively predict individual work performance perceptions. In other words, a 100-unit increase in teachers' innovative work behavior dimension increases their perceptions of the idea support sub-dimension by 11%.