Factores de personalidad e innovación docente en Españaaproximación desde distintos enfoques

  1. Monge-López, Carlos 1
  2. Gómez-Hernández, Patricia 2
  1. 1 Universidad Nacional de Educación a Distancia (España)
  2. 2 Universidad Complutense de Madrid (España)
Journal:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Year of publication: 2022

Volume: 33

Issue: 1

Pages: 153-165

Type: Article

DOI: 10.5209/RCED.73875 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista complutense de educación

Abstract

INTRODUCTION. Teaching innovation involves a set of transformations aimed at improvement, and this can be considered a necessary element in schools. However, these processes are influenced by many factors, but the teachers’ personality traits are one of the most important and broad. The main aim of this research was to relate, compare, predict and understand the teaching innovation factors based on the teachers’ personality traits. METHOD. Research design combined a survey study (1,670 early childhood, primary and secondary education teachers completed the TIFQ and 16PF-5) with a case study (Madrid school where interviews, observations, documentary analysis, personal productions and discussion group were developed). RESULTS. Some teachers’ personality traits were present in the models to predict institutional participation (R2corrected = .43), psycho-pedagogical openness (R2corrected = .30) and didactic planning (R2corrected = .31). Relationships between personality and teaching innovation were also found, as well as significant differences in personality depending on the teachers’ innovation factors. DISCUSSION. The openness to change, friendliness and animation of teachers are extremely important personality traits in the teaching innovation processes.

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