Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory
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...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2024-01-01
|
| Series: | Scientific Reports |
| Online Access: | https://doi.org/10.1038/s41598-024-52604-4 |
| _version_ | 1827329197799899136 |
|---|---|
| author | Kai Li Tommy Tanu Wijaya Xiaoying Chen Muhammad Syahril Harahap |
| author_facet | Kai Li Tommy Tanu Wijaya Xiaoying Chen Muhammad Syahril Harahap |
| author_sort | Kai Li |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-07T15:29:23Z |
| format | Article |
| id | doaj.art-16de49cb8e5d438a85c98a90edd4a4c4 |
| institution | Directory Open Access Journal |
| issn | 2045-2322 |
| language | English |
| last_indexed | 2024-03-07T15:29:23Z |
| publishDate | 2024-01-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj.art-16de49cb8e5d438a85c98a90edd4a4c42024-03-05T16:29:08ZengNature PortfolioScientific Reports2045-23222024-01-0114111410.1038/s41598-024-52604-4Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theoryKai Li0Tommy Tanu Wijaya1Xiaoying Chen2Muhammad Syahril Harahap3Teacher Education Collage, Chongqing University of EducationSchool of Mathematical Sciences, Beijing Normal UniversitySchool of Mathematical Sciences, Beijing Normal UniversityInstitut Pendidikan Tapanuli SelatanAbstract 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.https://doi.org/10.1038/s41598-024-52604-4 |
| spellingShingle | Kai Li Tommy Tanu Wijaya Xiaoying Chen Muhammad Syahril Harahap Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory Scientific Reports |
| title | Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory |
| title_full | Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory |
| title_fullStr | Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory |
| title_full_unstemmed | Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory |
| title_short | Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory |
| title_sort | exploring the factors affecting elementary mathematics teachers innovative behavior an integration of social cognitive theory |
| url | https://doi.org/10.1038/s41598-024-52604-4 |
| work_keys_str_mv | AT kaili exploringthefactorsaffectingelementarymathematicsteachersinnovativebehavioranintegrationofsocialcognitivetheory AT tommytanuwijaya exploringthefactorsaffectingelementarymathematicsteachersinnovativebehavioranintegrationofsocialcognitivetheory AT xiaoyingchen exploringthefactorsaffectingelementarymathematicsteachersinnovativebehavioranintegrationofsocialcognitivetheory AT muhammadsyahrilharahap exploringthefactorsaffectingelementarymathematicsteachersinnovativebehavioranintegrationofsocialcognitivetheory |