The linkage between motivational mechanisms, meaningful work and teachers’ innovative behaviour in public secondary schools in Northeast, Nigeria
The significance of innovative behaviour in organisations has been widely recognised in various role performances. Despite the importance of motivation to stimulate individual innovative behaviour, little is known regarding the effect of multiple motivational mechanisms in fostering innovative be...
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| Format: | Thesis |
| Language: | English English English |
| Published: |
2020
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/4790/1/24p%20FAIZA%20ABUBAKAR%20BAWURO.pdf http://eprints.uthm.edu.my/4790/2/FAIZA%20ABUBAKAR%20BAWURO%20COPYRIGHT%20DECLARATION.pdf http://eprints.uthm.edu.my/4790/3/FAIZA%20ABUBAKAR%20BAWURO%20WATERMARK.pdf |
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| Summary: | The significance of innovative behaviour in organisations has been widely
recognised in various role performances. Despite the importance of motivation to
stimulate individual innovative behaviour, little is known regarding the effect of
multiple motivational mechanisms in fostering innovative behaviour in a single
study, especially in the education system. Also, the role of perceived meaningful
work is highly essential in the work environment. However, the link between
motivational mechanisms, meaningful work and individual innovative behaviour is
not particularly clear. Building on the principles of job characteristics model, a
proposed research model was tested by linking motivational mechanisms to teachers’
innovative behaviour. Also, the mediating role of meaningful work in their
relationships was examined. Accordingly, ten hypotheses were then formulated and
tested in the survey using the data collected from the 309 participants selected
through a quota sampling. The study covered the Northeast region of Nigeria, which
comprised six states. SPSS and SmartPLS software were used as statistical tools for
data analysis. The findings revealed that two out of the three motivational
mechanisms (i.e. creative self-efficacy and prosocial motivation) had a significant
direct effects on teachers’ innovative behaviour than intrinsic motivation. Also, the
mediation analysis found that meaningful work mediated the linkage between all the
three motivational mechanisms and teachers’ innovative behaviour. For practical
implications, this study suggests that school administrators should provide a well
defined tasks where teachers can attach meaning and significance to their jobs. This
would lead to those high in internal work motivation to engage in innovation
processes. Also, there is a need for revision of teachers’ assessment to incorporate
innovative behaviour
criteria. The
results
further
highlight
several pathways for further study and theory advancement. |
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