Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory

Artigo2024

Kai Li ORCID; Tommy Tanu Wijaya ORCID; Xiaoying Chen ORCID; Muhammad Syahril Harahap ORCID

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Resumo

Teacher innovative behavior is one of the vital factors, affecting student engagement, addresses diverse needs, promotes critical thinking, fosters lifelong learning, and contributes to educational research and development. By encouraging and supporting teacher innovation, we may can ensure that education remains relevant, effective, and impactful in preparing students for the future. Teacher innovative behavior is also needed to improve the mathematics skills of elementary school students, and it is important to determine the predictors that significantly affecting Teacher innovative behavior. Therefore, this study aimed to develop a model that predicted possible factors affecting mathematics teachers' innovative behavior based on Social Cognitive Theory (SCT). Data were collected from 132 elementary school teachers in China to verify the model, and the analysis was conducted using a structural equation modelling approach. Theoretically, 10 of the 15 hypotheses were found to be significant. The results showed that facilitating conditions and self-efficacy significantly affect mathematics teachers' innovative behavior. Meanwhile, Technological, Pedagogical and Content Knowledge (TPACK) knowledge, Social Influences, Rewards, Work engagement and anxiety did not show any effect. The contribution developed a model and provided new knowledge about the factors affecting elementary school teachers' innovative behavior. Practically, this could be used to improve teachers' innovative behavior.

Dados da obra

Tipo: Artigo
Periódico: Scientific Reports, v. 14, n. 1, p. 2108
Editora: Nature Portfolio
Ano: 2024 (2024-01-24)
Idioma: en
Palavras-chave: primary school mathematics teachers; social cognitive theory; facilitating conditions; teacher self-efficacy; TPACK; social influence; reward; work engagement; teacher anxiety; mathematics education
DOI: 10.1038/s41598-024-52604-4
ISSN: 2045-2322
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
LI, Kai et al.. Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory. Scientific Reports, v. 14, n. 1, p. 2108, 2024. DOI: https://doi.org/10.1038/s41598-024-52604-4.

APA

Li, K., Wijaya, T. T., Chen, X., & Harahap, M. S. (2024). Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory. Scientific Reports, 14(1), 2108. https://doi.org/10.1038/s41598-024-52604-4

BibTeX

@article{li2024,
  author = {Li, Kai and Wijaya, Tommy Tanu and Chen, Xiaoying and Harahap, Muhammad Syahril},
  title = {Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory},
  year = {2024},
  journal = {Scientific Reports},
  volume = {14},
  number = {1},
  pages = {2108},
  publisher = {Nature Portfolio},
  doi = {10.1038/s41598-024-52604-4},
  language = {en}
}

RIS

TY  - JOUR
AU  - Li, Kai
AU  - Wijaya, Tommy Tanu
AU  - Chen, Xiaoying
AU  - Harahap, Muhammad Syahril
TI  - Exploring the factors affecting elementary mathematics teachers’ innovative behavior: an integration of social cognitive theory
PY  - 2024
JO  - Scientific Reports
VL  - 14
IS  - 1
SP  - 2108
DO  - 10.1038/s41598-024-52604-4
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS