The Impact of Self-efficacy on Innovative Work Behavior for Teachers

The purpose of this study aims to examine the impact of Self-efficacy on Innovative Work Behavior for Teachers in Taiwan. The randomly stratified sampling method is used in this study to select 546 secondary school teachers from 20 public/private schools in the northern region of Taiwan. The data is analyzed using the descriptive statistics, Pearson's correlation coefficients, and regression analysis. First, the results indicate that out of the three important ranking is at Teachers' self-efficacy, two are at "Self-efficacy towards Guiding Groups"-related, and one is at "Self-efficacy towards Using Innovations." However, the results indicate that three domains of Teachers' Self-efficacy in this study are well-performance as well as Innovative Work Behavior. The results also indicate that there is a strong positive relationship between Teachers' Self-efficacy (TSE) and Innovative Work Behavior (IWB). However, there is no statistical correlation between Self-efficacy towards using innovations and IWB's all scales. Teachers with higher self-efficacy have shown better work innovative behavior. TSE is a significant contributing factor to IWB. Several recommendations are made in the study.

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