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The impact of teacher's social network position on innovative work behaviour and implementation of innovations, in international school settings.

Mc Callion, Danielle (2018) The impact of teacher's social network position on innovative work behaviour and implementation of innovations, in international school settings.

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Abstract:Teachers contributions to innovations play a key role in whether or not an innovation is considered a success or a failure (Sharma, 2011). This research sought to investigate to what extent a teacher's innovator categorization affects the successful implementation of an innovation. Teacher's innovator categories were determined by their innovative work behaviour through the use of a cluster analysis, and a social network analysis. Linear regression was carried out to explore whether social network position could explain the differences that exist between the categories. The research was cross sectional and quantitative, and 41 teacher's across three different international schools participated. The findings of the research indicated that five different innovator categories could be defined using the innovative work behaviour (IWB) of teachers, and some of the categories shared similarities with the five adopter categories defined by Rogers. However, no aspect of social network position (in relation to advice, sharing new ideas, who was considered an innovator and who was considered a traditionalist), was significant in explaining the differences that exist between the innovator categories. Possibilities for future research and recommendations, such as the inclusion of student data, and the investigation of external factors such as geographical location are discussed.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:70 social sciences in general, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/76037
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