5,374
Views
71
CrossRef citations to date
0
Altmetric
Articles

Teachers’ Innovative Behaviour: The Importance of Basic Psychological Need Satisfaction, Intrinsic Motivation, and Occupational Self-Efficacy

, &
Pages 769-782 | Received 29 Oct 2014, Accepted 12 Dec 2016, Published online: 26 Apr 2017

References

  • Abele, A. E., & Spurk, D. (2009). The longitudinal impact of self-efficacy and career goals on objective and subjective career success. Journal of Vocational Behavior, 74, 53–62. doi: 10.1016/j.jvb.2008.10.005
  • Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39, 1154–1184.
  • Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and weil-being in two work settings1. Journal of Applied Social Psychology, 34, 2045–2068. doi: 10.1111/j.1559-1816.2004.tb02690.x
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi: 10.1037/0003-066X.37.2.122
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Binnewies, C., & Gromer, M. (2012). Creativity and innovation at work: The role of work characteristics and personal initiative. Psicothema, 24, 100–105.
  • Boekaerts, M., Van Nuland, H. J. C., & Martens, R. L. (2010). Perspectives on motivation: What mechanisms energise students’ behaviour in the classroom. In J. Kleine Staarman, K. Littleton, & C. Wood (Eds.), Handbook of educational psychology (pp. 535–569). Bingley, UK: Emerald.
  • Brien, M., Forest, J., Mageau, G. A., Boudrias, J.-S., Desrumeaux, P., Brunet, L., & Morin, E. M. (2012). The basic psychological needs at work scale: Measurement invariance between Canada and France. Applied Psychology: Health and Well-Being, 4, 167–187.
  • Byrne, B. M. (2012). Structural equation modeling with Mplus: Basic concepts, applications, and programming. New York, NY: Taylor and Francis Group.
  • Bysted, R., & Hansen, J. R. (2015). Comparing public and private sector employees’ innovative behaviour: Understanding the role of job and organizational characteristics, job types, and subsectors. Public Management Review, 17, 698–717. doi: 10.1080/14719037.2013.841977
  • Carmeli, A., Meitar, R., & Weisberg, J. (2006). Self-leadership skills and innovative behavior at work. International Journal of Manpower, 27, 75–90. doi: 10.1108/01437720610652853
  • De Cooman, R., Stynen, D., Van den Broeck, A., Sels, L., & De Witte, H. (2013). How job characteristics relate to need satisfaction and autonomous motivation: Implications for work effort. Journal of Applied Social Psychology, 43, 1342–1352. doi: 10.1111/jasp.12143
  • De Jong, J. P. J., & Den Hartog, D. N. (2005). Determinanten van innovatief gedrag: een onderzoek onder kenniswerkers in het MKB [Determinants of innovative behaviour: An investigation among knowledge workers in SMEs]. Gedrag & Organisatie, 18, 235–259.
  • De Jong, J. P. J., & Den Hartog, D. N. (2007). Leadership and employees' innovative behavior. European Journal of Innovation Management, 10, 41–64. doi: 10.1108/14601060710720546
  • De Jong, J. P. J., & Kemp, R. (2003). Determinants of co-workers’ innovative behaviour: An investigation into knowledge intensive services. International Journal of Innovation Management, 7, 189–212. doi: 10.1142/S1363919603000787
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York/London: Plenum Press.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi: 10.1207/S15327965PLI1104_01
  • Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology/Psychologie Canadienne, 49, 14–23. doi: 10.1037/0708-5591.49.1.14
  • Deci, E. L., & Ryan, R. M. (n.d.). Intrinsic motivation inventory (IMI). Retrieved September 15, 2011, from http://www.psych.rochester.edu/SDT/measures/IMI_scales.php
  • Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27, 930–942. doi: 10.1177/0146167201278002
  • Deci, E. L., & Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Ricerche di Psichologia, 27, 17–34.
  • Diseth, Å, Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32, 335–354. doi: 10.1080/01443410.2012.657159
  • Dysvik, A., Kuvaas, B., & Gagné, M. (2013). An investigation of the unique, synergistic and balanced relationships between basic psychological needs and intrinsic motivation. Journal of Applied Social Psychology, 43, 1050–1064. doi: 10.1111/jasp.12068
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. doi: 10.1146/annurev.psych.53.100901.135153
  • Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. New York: Psychology Press (Taylor & Francis).
  • Fletcher, W. L., Hansson, R. O., & Bailey, L. (1992). Assessing occupational self-efficacy among middle-aged and older adults. Journal of Applied Gerontology, 11, 489–501. doi: 10.1177/073346489201100408
  • Grove, C. M. (2008). The importance of values-alignment within a role-hierarchy to foster teacher's motivation for implementing professional development (PhD thesis). University of Florida, Tallahassee, FL.
  • Hargreaves, A., & Lo, L. (2000). The paradoxical profession: Teaching at the turn of the century. Prospects, 30, 1–16.
  • Hartmann, A. (2006). The role of organizational culture in motivating innovative behaviour in construction firms. Construction Innovation, 6, 159–172. doi: 10.1108/14714170610710712
  • Hoyle, E. (1975). Leadership and decision-making in education. In M. Hughes (Eds.), Administering education: International challenge. London: The Athlone Press.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. doi: 10.1080/10705519909540118
  • Ilardi, B. C., Leone, D., Kasser, R., & Ryan, R. M. (1993). Employee and supervisor ratings of motivation: Main effects and discrepancies associated with job satisfaction and adjustment in a factory setting1. Journal of Applied Social Psychology, 23, 1789–1805. doi: 10.1111/j.1559-1816.1993.tb01066.x
  • Janssen, O. (2000). Job demands, perceptions of effort-reward fairness and innovative work behaviour. Journal of Occupational and Organizational Psychology, 73, 287–302. doi: 10.1348/096317900167038
  • Janssen, O. (2005). The joint impact of perceived influence and supervisor supportiveness on employee innovative behaviour. Journal of Occupational and Organizational Psychology, 78, 573–579. doi: 10.1348/096317905X25823
  • de Jesus, S. N., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54, 119–134. doi: 10.1111/j.1464-0597.2005.00199.x
  • Johnston, M. M., & Finney, S. J. (2010). Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the basic needs satisfaction in general scale. Contemporary Educational Psychology, 35, 280–296. doi: 10.1016/j.cedpsych.2010.04.003
  • Jöreskog, K. G. (1993). Testing structural equation models. In K. A. Bollen & J. S. Lang (Eds.), Testing structural equation models. Newbury Park, CA: Sage.
  • Jung, D. I., Chow, C., & Wu, A. (2003). The role of transformational leadership in enhancing organizational innovation: Hypotheses and some preliminary findings. The Leadership Quarterly, 14, 525–544. doi: 10.1016/S1048-9843(03)00050-X
  • Jungert, T. (2012). The meaning of support from co-workers and managers in teams when working ( FOG-Report no 72). Linköping: Department of Behavioural Sciences and Learning (IBL), Linköping University.
  • Kasser, T., Davey, J., & Ryan, R. M. (1992). Motivation, dependability, and employee-supervisor discrepancies in psychiatric vocational rehabilitation settings. Rehabilitation Psychology, 37, 175–187.
  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756. doi: 10.1037/a0019237
  • Kline, R. B. (2011). Principles and practice of structural equation modelling. New York: The Guilford Press.
  • Knol, J., & Van Linge, R. (2009). Innovative behaviour: The effect of structural and psychological empowerment on nurses. Journal of Advanced Nursing, 65, 359–370. doi: 10.1111/j.1365-2648.2008.04876.x
  • Knowles, K. T. (1999). The effect of teacher engagement on student achievement and motivation (NELS:88, eighth-grade, tenth-grade) (Doctoral dissertation). Dissertation Abstracts International, 60, 1010.
  • Koestner, R., & Losier, G. F. (2002). Distinguishing three ways of being highly motivated: A closer look at introjection, identification, and intrinsic motivation. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 101–121). Rochester, NY: University of Rochester Press.
  • Konermann, J. (2011). Teachers’ work engagement: A deeper understanding of the role of job and personal resources in relationship to work engagement, its antecedents, and its outcomes (Doctoral dissertation). Retrieved from http://doc.utwente.nl/79200/1/thesis_J_Konermann.pdf
  • König, C. J., Debus, M. E., Häusler, S., Lendenmann, N., & Kleinmann, M. (2010). Examining occupational self-efficacy, work locus of control and communication as moderators of the job insecurity—job performance relationship. Economic and Industrial Democracy, 31, 231–247. doi: 10.1177/0143831X09358629
  • Kreijns, K., Van Acker, F., Vermeulen, M., & Van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29, 217–225. doi: 10.1016/j.chb.2012.08.008
  • Kreijns, K., Vermeulen, M., Van Acker, F., & van Buuren, H. (2014). Predicting teachers’ use of digital learning materials: Combining self-determination theory and the integrative model of behaviour prediction. European Journal of Teacher Education, 37, 465–478. doi: 10.1080/02619768.2014.882308
  • Kunnari, I., & Ilomäki, L. (2016). Reframing teachers’ work for educational innovation. Innovations in Education and Teaching International, 53, 167–178. doi: 10.1080/14703297.2014.978351
  • Lam, S., Cheng, R. W., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20, 487–497. doi: 10.1016/j.learninstruc.2009.07.003
  • Lam, S., Cheng, R. W., & Ma, W. Y. (2009). Teacher and student intrinsic motivation in project-based learning. Instructional Science, 37, 565–578. doi: 10.1007/s11251-008-9070-9
  • LaPointe, L. (2006). The relationships between teacher need satisfaction and perceptions of school and classroom environments (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (Publication number AAT 3239862).
  • Messman, G., & Mulder, R. (2011). Innovative work behaviour in vocational colleges: Understanding how and why innovations are developed. Vocations and Learning, 4, 63–84. doi: 10.1007/s12186-010-9049-y
  • Messmann, G., & Mulder, R. H. (2014). Exploring the role of target specificity in the facilitation of vocational teachers' innovative behaviour. Journal of Occupational and Organizational Psychology, 87, 80–101. doi: 10.1111/joop.12035
  • Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50, 387–391. doi: 10.1016/j.paid.2010.10.029
  • Moen, F., & Skaalvik, E. (2009). The effect from executive coaching on performance psychology. International Journal of Evidence Based Coaching and Mentoring, 7, 31–49.
  • Nederveen Pieterse, A., Van Knippenberg, D., Schippers, M., & Stam, D. (2010). Transformational and transactional leadership and innovative behavior: The moderating role of psychological empowerment. Journal of Organizational Behavior, 31, 609–623. doi: 10.1002/job.650
  • Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903. doi: 10.1037/0021-9010.88.5.879
  • Pyhältö, K., Pietarinen, J., & Soini, T. (2012). Do comprehensive school teachers perceive themselves as active professional agents in school reforms? Journal of Educational Change, 13(1), 95–116. doi: 10.1007/s10833-011-9171-0
  • Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102, 577–587. doi: 10.1037/a0019051
  • Reupert, A., & Woodcock, S. (2011). Canadian and Australian pre-service teachers’ use, confidence and success in various behaviour management strategies. International Journal of Educational Research, 50, 271–281. doi: 10.1016/j.ijer.2011.07.012
  • Runhaar, P. (2008). Promoting teachers’ professional development (Unpublished doctoral dissertation). Universiteit Twente, Enschede, Netherlands.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi: 10.1006/ceps.1999.1020
  • Scheerens, J. (Ed.). (2010). Teachers’ professional development: Europe in international comparison. An analysis of teachers’ professional development based on OECD’s teaching and learning international survey. Luxembourg: Office for Official Publications of the European Union.
  • Schleicher, A. (Ed.). (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. Paris: OECD Publishing.
  • Schyns, B., & von Collani, G. (2002). A new occupational self-efficacy scale and its relation to personality constructs and organizational variables. European Journal of Work and Organizational Psychology, 11, 219–241. doi: 10.1080/13594320244000148
  • Scott, S. G., & Bruce, R. A. (1994). Determinants of innovative behavior: A path model of individual innovation in the workplace. Academy of Management Journal, 37, 580–607.
  • Sørebø, Ø, Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53, 1177–1187. doi: 10.1016/j.compedu.2009.06.001
  • Thurlings, M. C. G., Evers, A. T., & Vermeulen, M. (2015). Toward a model of explaining teachers’ innovative behavior: A literature review. Review of Educational Research, 85, 430–471. doi: 10.3102/0034654314557949
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. doi: 10.1016/S0742-051X(01)00036-1
  • Tuominen, T., & Toivonen, M. (2011). Studying innovation and change activities in KIBS through the lens of innovative behaviour. International Journal of Innovation Management, 15, 393–422. doi: 10.1142/S1363919611003209
  • Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Eds.), Advances in experimental social psychology. San Diego: Academic Press.
  • Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research. Rochester, NY: University of Rochester Press.
  • Van den Broeck, A., Vansteenkiste, M., de Witte, H., Soenens, B., & Lens, W. (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the work-related basic need satisfaction scale. Journal of Occupational and Organizational Psychology, 83, 981–1002. doi: 10.1348/096317909X481382
  • Vansteenkiste, M., Neyrinck, B., Niemiec, C. P., Soenens, B., De Witte, H., & Van den Broeck, A. (2007). On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach. Journal of Occupational and Organizational Psychology, 80, 251–277. doi: 10.1348/096317906X111024
  • Vermeulen, M., Castelijns, B., Cools, Q., & Koster, B. (2012). Measuring student teachers’ basic psychological needs. Journal of Education for Teaching, 38, 453–467. doi: 10.1080/02607476.2012.688556
  • Vermeulen, M., Van Acker, F., Kreijns, K., & Van Buuren, H. (2015). Does transformational leadership encourage teachers’ use of digital learning materials. Educational Management Administration & Leadership, 43, 1006–1025. doi: 10.1177/1741143214535749
  • Wagner, B. D., & French, L. (2010). Motivation, work satisfaction, and teacher change among early childhood teachers. Journal of Research in Childhood Education, 24, 152–171. doi: 10.1080/02568541003635268

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.