Abstract

To discover the predictors of teacher innovative work behavior, the authors surveyed 232 EFL teachers. Three instruments, including Urtecht Work Engagement Scale questionnaire, Dimensions of Learning Organization Questionnaire (Marsick & Watkins, 2003), and Innovative Work Behavior questionnaire were employed to examine the predictors of teachers’ innovation. The results demonstrated that learning organization not only positively predicted work engagement but also it acted as a significant positive predictor of innovative work behavior. Additionally, analysis of the data provided evidence on work engagement as an antecedent of teachers’ innovative work behavior. Finally, work engagement partially mediated the relationship between learning organization and innovative work behavior.

摘要

为了发现教师创新工作行为的预测因素，作者对232名EFL教师进行了调查。三种工具，包括Urtecht工作投入量表，学习组织问卷调查维度（Marsick＆Watkins，2003年）和创新工作行为问卷，用于检验教师创新的预测因素。结果表明，学习型组织不仅可以积极预测工作投入，而且可以作为创新工作行为的重要积极预测者。此外，对数据的分析还提供了有关工作参与作为教师创新工作行为的先决条件的证据。最后，工作参与部分地调节了学习型组织与创新工作行为之间的关系。