Explanatory variables of educational innovationA model based on personality traits

  1. Monge López, Carlos 1
  2. Montalvo Saborido, David 2
  3. Torrego Seijo, Juan Carlos 2
  4. Fernández Batanero, José María 3
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  3. 3 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

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Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2023

Título del ejemplar: 1 de septiembre de 2023

Volumen: 21

Número: 60

Páginas: 349-372

Tipo: Artículo

DOI: 10.25115/EJREP.V21I60.5538 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Objetivos de desarrollo sostenible

Resumen

Introduction. Innovation is a relevant concept in the field of education inasmuch as it refers to planned processes aimed at improving school organization, teachers’ professional development, student learning, and more. However, it is an element that is influenced by a wide variety of variables. Teachers’ personality traits are those elements that are capable of describing, explaining, and predicting their behaviour. Method. The objective of this study is to offer a statistical model that explains teaching innovation factors based on teachers’ personality factors. A survey was carried out with 1,040 Spanish teachers in basic education. They were given the Teaching Innovation Factors Questionnaire and the 16 Personality Factors Questionnaire. Results. The multiple linear regression analysis resulted in significant models to predict Institutional Participation (R2 = .16), Psychopedagogical Openness (R2 = .18), and Didactic Planning (R2 = .11). The first of these factors can be predicted based on the following personality traits: self-reliance, liveliness, openness to change, affability, social boldness, and perfectionism. The regression model for the second factor consists of openness to change, affability, dominance, liveliness, self-reliance, and stability. The third factor can be predicted based on openness to change, sensitivity, perfectionism, rule-consciousness, dominance, social daring, liveliness, and vigilance. Discussion and Conclusion. In conclusion, some personality factors are part of models that can predict teaching innovation, especially the opening.

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