Study Literature Review Article With Prism: Determinants of Innovative Behavior of Teachers

Abstract

Teacher Innovative Behavior (TIB) is instrumental in elevating the quality of education and learning processes. This study adopts a systematic literature review methodology to ascertain the methods and determinants influencing teachers’ innovative behavior. Data were sourced from peer-reviewed articles indexed in academic databases and published in English-language journals from 2015 to 2025. Out of the 61 articles screened, three were selected based on their alignment with the theme of teachers’ innovative behavior.The analysis reveals that methodologies for examining teachers’ innovative behavior encompass questionnaire development, longitudinal pathway modeling, and empirical models incorporating mediation approaches. The identified determinants of teachers’ innovative behavior encompass the innovation dimension, task dependence, learning goal orientation, self-efficacy, knowledge management, creativity, and organizational citizenship behavior.This research highlights the significance of managing the collective dimension and the interaction between individual and organizational factors in fostering innovation. These findings offer comprehensive insights for the advancement of educational theory and practice, as well as a guide to enhance teacher innovation through strategies that bolster self-efficacy, creativity, and an organizational culture that supports innovation.