International Journal of Education
ISSN 1948-5476
2020, Vol. 12, No. 3
Teachers and Creativity: The Role of Internal Motives
Nikolaos Theodoropoulos1 & Pandelis Kiprianos1,*
1
Department of Early Childhood Education, University of Patras, Rion, Patras, Greece
*Corresponding author: Department of Early Childhood Education, University of Patras,
Rion, Patras, Greece. E-mail: nicktheo29@gmail.com
Received: May 22, 2020
Accepted: July 6, 2020
doi:10.5296/ije.v12i3.17746
Published: September 25, 2020
URL: https://doi.org/10.5296/ije.v12i3.17746
Abstract
In this paper we investigate whether and to what extent teachers’ values function as internal
motives that shape their involvement with innovation and Innovative Programs. Linking
Amabile’s theoretical schema with Super’s concept of work values, our aim is to detect the
features of this shaping. The research has a dual aim: on the one hand to examine the extent
to which teachers are receptive to innovation and Innovative Programs and on the other, to
analyze the role played in this by work and educational values. From our research it emerged
that the more the teachers are governed by the values of offering something, autonomy and
sociocentric relationships with colleagues, the more likely is their involvement with
educational innovation.
Keywords: creativity, internal motives, innovation, education, teachers
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1. Introduction
Teacher-centered teaching, mechanical rote-learning of school books, the difficulty of linking
school knowledge to the pupils’ everyday experience and the predominance of the ‘tutorial
schools’ as the solution that ensures school success, are just some of the commonly accepted
illnesses of Greek education. The fundamental issues that educational policies designed to
cure these weaknesses are based on, are creativity and innovation.
Especially in terms of the teachers, motivation, both internal and external, for creative
practices, is attributed to factors such as the organizational culture of creativity, the
psychology that governs work relationships, the degree of involvement in work identity and
the social influences that shaped the worker’s values. Leaving to one side its
conceptualizations as a product of some ‘charismatic personality’, researchers believe that
creativity is related to problem solving processes, to the way one locates problems, poses
research questions and suggests means of solving them that were initially considered unusual
but which in time are adopted as self-evident (Brewer and Gardner 1996). Within this context,
Glaveanu (2010) believes that there are three dimensions to creativity: a) the socio-cultural
nature of the creative acts and the interdependence between the individual and the
environment, b) the role played by dialogue and interpersonal relationships in the process of
the production of creative ways of thinking and c) the way in which the team processes
challenges and problems that arise in the environment.
Our research focuses on the subjective dimension of creativity, on the motivation and values
of the teachers that influence it. We believe that motivation and values comprise the chief
factors shaping the teachers’ attitudes towards the introduction of Innovative Programs (IP)
and that they determine the quality of the programs’ implementation. The main idea that runs
through the theoretical approach and the methodological design of the research is the shift of
interest from the ‘obstacles’ in the analysis of subjective logics that contextualize the attitude
adopted by the teacher in the implementation of IP.
The reason for the shift in emphasis from the study of obstacles to the investigation of values
is dual. We leave to one side the behaviorist claim that governs the studies of barriers, which
at times explicitly and at others implicitly, are founded on the idea that if we change the
external factors that make the application of IP difficult, then the quality of their
implementation will change too. At the same time, focusing on their value system, we study
the teachers not cut off from their environment but as integrated into real social relationships
and situations through which their values are shaped. In this way, the ‘environment’ is not
confronted as a mere ‘external obstacle’, or as a ‘stimulus’ in behaviorist terminology, but as
a constituent through which the teachers’ attitude to IP and the logic of creativity they
express, takes shape.
2. State of Art
Research on the factors that cancel out the culture of innovation usually separate the
stumbling blocks into two categories, the ‘internal’ barriers and the ‘external’. Integrated into
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the first are the school tradition, the culture of the school, and the teachers’ attitude to change.
In the second there is bureaucracy, the cost and lack of resources. The common ground of
these approaches is a) that innovation that is seen as an order from above has no chance of
success unless the teachers are convinced of its value and b) that when the teachers don’t
expect innovation in education to constitute an organic part of teaching, they have no reason
to invest in it (Kiprianos & Theodoropoulos 2017; Guile, 2003).
We find features of this approach in the research of Hofman et al. (2012), who investigated
the questions a) what shape do innovations take; b) are there types of innovation that are
linked to the quality of school; and c) what are the effects of the innovations on the school
career of the students? One of the interesting conclusions is that there appears to be a positive
relationship between innovations and school success, since the schools where innovative
teaching methods had been introduced into the curriculum and the teacher-student
relationship, had better school performances and a higher rate of satisfaction amongst their
students. Nevertheless, the authors point out that school effectiveness is not a simple
countable, determined by its students’ performances, but is manifest in the passion its
students show for learning and in the development of post-cognitive skills (Hofman et al.
2012).
Papert (1997) proposes the examination of the relationship between the adoption of
innovation and the resistance to change in an attempt to highlight the contextual nature of
innovation and the gradual change that is on the way for the whole of the school and
organizational culture through its adaptation to new practices. In this context, for some
researchers, the distinction between ‘first’ and ‘second’ degree barriers is important. The first
concern chiefly the environment into which the innovation is introduced, and factors such as
the lack of resources, time, and training, while the second focus exclusively on the beliefs and
attitudes of the teachers, that is to say, they concern the cognitive, emotional and volitional
factors that make up the reasons and motivations that discourage someone from adopting
innovative practices. Such could be a lack of trust, a negative attitude to change, the
noticeable feeling that the innovation will be of no benefit (Ertmer 1999).
Jones (2004) has claimed that teachers tend to adopt innovation only when they are
completely convinced of its practical results or only when it helps them to do better what they
already know. In terms of that, a decisive factor in this attitude is the kind of pedagogical
theories the teacher supports and the picture he has of the effective teacher. In contrast, the
first degree barriers have a more organizational background and have more frequently been
the target of bureaucratic and administrative interventions. In any case, the majority of the
research reveals that a deeper understanding of the factors inhibiting innovation requires a
combination of institutional and individual dimensions which hinder its application (Becta,
2009, Kable, 2009).
Research that has focused on the external dimension of innovation has highlighted the
necessity of the networking of the school unit as a prerequisite for a successful application of
innovation. Networking that is favourable for innovation could be the development of bonds
such as with the regional university, voluntary organizations or nonprofit citizen movements
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(e.g. some scientific institute), which can help not only the exchange of technological
knowledge relating to innovation, but also means for supporting it. At the same time such
kinds of support that the community provides also favour the concentration of those resources
that are necessary for the acceptance of innovation by the institutional bodies that surround
the school (Sharma 2005).
According to Lundvall et al (2008) the culture of innovation should give priority to social
skills (cooperation, communication, empathy…) since such a culture is instrumental in a
school open to the community, supportive of the interdisciplinary approach to knowledge and
a learning process founded on problem solving.
The abovementioned researchers point out that the highlighting of barriers (institutional, or
individual) should be combined with the context and the particular features of each case
within which teachers and students interact (Kiprianos & Theodoropoulos, 2017). These
interactions are organized on the basis of various thematic levels or, as they are called, ‘levels
of influence’. Their thinking is that on every thematic level different kinds of barriers
predominate which hinder the application of innovation. The merit of this type of approach to
the matter is that in this way light is shone on the nature and characteristics of the various
barriers with greater accuracy.
Drawing mainly on Bronfenbrenner’s theory, Cox et al. (1999) have distinguished four
thematic levels which function to either facilitate or obstruct innovation: a) factors
concerning the innovation itself, b) factors concerning the teachers’ attitudes and the
relationships that they have developed with their pupils, c) factors linked to school culture
and the relationships that the school has with the wider community and d) factors linked to
the kind educational policy that is developed in relation to innovation and the formation of
the curriculum. On the basis of this schema, on the one hand, the relationships between the
levels of influence are highlighted, as well as their relationships with the kind of first and
second degree barriers that we mentioned earlier.
Fullan (1991) summarizes the features that frame the application of innovation into 3
categories: (a) the features of change which include the determined or distinct necessity,
clarity, degree of complexity, quality, the possibility of implementation, (b) the features of
the region, which include the region, classification, the role of the headmaster and the teacher,
and (c) external factors. The prerequisite for the effectiveness of innovation is energy and
participation at the beginning of the action, pressure and support, connection of theory and
practice, adoption of the action. Hence, if one wants to locate the factors that reduce the
chances of the introduction of innovation, these are related to the fear that perhaps
weaknesses will be revealed, they constitute a source of insecurity and concern about the
unknown it brings, interests are affected, it brings about an increase in the workload, pressure
as well perhaps as conflict, it creates common interest groups and so on. Consequently,
change is not likely to succeed, if it is not promoted and directed, without taking all factors
into account.
To summarize the above, a significant role in the successful outcome of an innovation, is
played by the teachers. They should be suitably prepared, both theoretically and practically,
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and be practiced in the means that make up the innovations (Ryan & Joong 2005). In addition,
the teachers’ relationships with each other constitute a weighty factor in the success of the
introduction of innovation. The teachers share common working conditions and coexist,
having developed amongst themselves bonds capable of confronting the problems that
emerge during the implementation of innovative action (Sergiovanni 2001). The teachers’
collaborative relationships can strengthen the development of the skills that are essential for
innovation, since each teacher hasn’t reached the same degree of readiness alone that is
required for its application (Fullan 2005).
In recent research Brundrett and Duncan (2011) claim that beyond the above, the success of
innovation depends on the curriculum that sets out its chief epistemological beliefs. For the
curriculum oriented towards innovation to succeed, they claim, the members of the teaching
community should be convinced of its necessity, have adopted its educational values, be
actively involved not only in the application but in its conception, so that it is adapted to the
needs and givens of the local culture that frame the school. The prerequisite for all of this,
they conclude, is the prior conduct of evaluative research which will have set out the sectors
that the innovation is aimed at.
3. Contribution of the Research
We can extract two observations from a review of the bibliography. The successful
introduction and implementation of innovation is more likely the less the teachers experience
it as an institutional order, produced from on high, the faithful implementation of which could
transform the school. On the contrary, innovation is perceived of as a continual request that
traverses the whole of the educational relationship, from teaching and professional
development to the organizational culture.
Consequently, research on innovation should focus on the way in which the structural
dimensions are intertwined with the regulative, which facilitate or cancel out its
implementation within a given educational context. This point is the basis from which our
research begins. We don’t focus, as much other related qualitative research does, on the
external barriers to innovation. The problem with this approach lies in the fact that it leads to
a ‘black box’ logic ignoring the action and the subjective meaning of those involved, first and
foremost the teachers. Appointing external barriers as reasons for the unsuccessful
implementation of IP, eliminates the processes through which teachers approach the IP and
organize their interventions.
This research comes in answer to the question of the content of the ‘black box’ placing at the
centre of its problematic, the subjective factor as the intermediary link between external or
institutional situations and practical applications of innovation. In the light of this theoretical
perspective, it poses questions and forms explanatory schemata that can not only simply
describe the data, but comprehend and interpret them too. In other words, examining the
beliefs and values of the teachers regarding the parameters that frame the educational
environment in which the application of innovation unfolds, we will have a better picture of
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the ways in which the external condition of innovation interacts with its subjective reception
and use.
4. Objective and Research Questions
The aim of our research is the investigation of the representations of primary and secondary
school teachers in Western Greece (Achaia region) in relation to a) the implementation, b) the
design and c) the evaluation of IP. Through this triple focus, we investigate whether and why
teachers judge IP to be necessary, whether and to what extent they are familiar with the
culture of innovation, and finally what they hope for from the implementation of IP.
We endeavored to transform the research objectives into specific research questions so as to
etch out the corresponding response strategy. The research questions that we attempt to
answer are the following:
1) What are the teachers’ views on what innovation in education is and in which areas do
they think it is necessary/useful?
2) What are the reasons that push teachers to participate in the implementation of IP, or not?
3) How do the teachers’ values influence their decisions regarding participation in IP?
4) Finally, what kind of IP do teachers implement?
5. Theoretical Framework: Amabile’s Model for Creativity and Internal Motives
Our research is approached from the perspective of internal motivation. For this reason, it is
founded on one of the most important contributions as far as the relationship between internal
motivation and innovation is concerned, the contribution of Amabile (1990a). Her model
favours certain criteria for the promotion of institutional innovation, which have a direct
relationship with the educational innovation that we are concerned with here. The definitions
of creativity focus on the features of personality or the extent to which its result is useful.
Amabile forms a model for creativity which is founded on three axes (Amabile 1983). These
are skills related to the object, skills related to creativity and internal motivation. The first
axis refers to possession of the required skills in a sector or profession. With the skills in the
first axis, we process potential responses to a problem. However, this is not enough. We also
need to have a positive attitude to risk, social skills and specialized cognitive skills such as a
willingness to experiment with new ideas so as to reflect on the obvious and the surprising.
The third axis is considered the most important, internal motivation. Even if the requirements
of the first two axes are not met, internal motivation can make up for them. It is the difference
between what people do and what people can do.
The three axes of the model of creativity define how one handles information so as to arrive
at a solution. Internal motivation plays a great role in the whole process and the search for a
solution. The skills related to a particular area of interest determine the cognitive routes that
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we will follow and the criteria we will choose in order to consider possible solutions. The
skills, finally, that are related to creativity itself control the very process of execution. We
should note that one’s knowledge of an area of interest is not as important as ease of access to
its categories and the way in which they are related.
An important parameter that we shouldn’t forget is the way we react to the result of our effort
to carry out our professional duty. In the case of complete success, we won’t have the
motivation to perform the same duty due precisely to this complete success. Internal
motivation will increase only in the case where the next duty resembles the previous one. On
the other hand, complete success reduces internal motivation. In the case of partial success,
internal motivation increases only when we feel satisfied with this small success while
motivation will disappear when we realize that we are far away from solving the problem.
Creativity, consequently, requires internal motivation and a work context that favors the quest
for creative solutions to problems. On the other hand, we can’t completely ignore external
motivation since work and institutional rules are those that ensure that a professional duty
will be completed on time. Nor can we ignore the fact that we want recognition and financial
reward for our work. Research has shown that some people are creative when there have
external motivation and restrictions (Amabile et al., 1994).
From the bibliographical discussion on creativity we believe that two ideas concern our
research directly. Firstly, creativity is a kind of experience that is related to the subjective
condition of the individual, and how much he enjoys being involved with something. It is an
idea that is directly dependent on the individual’s personal values. Secondly, internal
motivation plays a decisive role not only in the production of innovative thought and action,
but also in the collective well-being of the workplace. These two ideas lead to the observation
that the individual’s value system is also a decisive factor which influences his relationship
with his work environment.
Starting from this position on the role of values, we believed that Super’s studies (1963, 1970,
and 1973) are significant for the investigation of the correlation of values with the choice of
profession and professional satisfaction. According to him, the practical importance of work
values lies in the fact that they influence the means that a society uses to manage its
economic activity. Work values have a causal relationship with the personal meanings that
people attribute to their work. They influence choice of work and career path, as we are
driven to activities compatible with our work values (Super 1995). In other words, work
values function as motivation for involvement in the world of work. This is reflected in use of
time. For Super, people’s ability to manage time in terms of a plan to be implemented
depends on early and clear information giving, interaction with key individuals in the
environment and their personal interests.
From the discussion so far it emerges that work values influence not only the criteria for
choosing a profession but also the kind of involvement the individual will have with his work.
The main dimension of this influence highlights the contribution of work values to whether
and to what extent workers will get involved in innovative and creative activities. The more
the individual’s personal values are in line with the values of the work environment within
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which he works, then the greater his job satisfaction (O’Reilly et al.,1991).
In our paper we adopt this idea. We also believe that the individual’s values are strengthened
by his work environment. In practice this means that whether and how the teacher gets
involved in the implementation of creative activities in school depends on the net of values
that make up his individual and collective personality. As we pointed out, beyond the
relationship between the values system and job satisfaction, work values are closely linked to
work culture (Ehrhart & Makransky 2007; Kalliath et al. 1999; Smith and Campbell 2006).
The majority of the research on this problematic applies Super’s (1970, 1973) Work Values
Inventory (WVI), the validity of which is frequently tested. From a number of measurements
it appears that the WVI continues to maintain high levels of internal validity, something that
is strengthened by the fact that it has been used in non-Western countries (Shia & Youe,
1983). In our research we adopted the inventory in question. It is made up of 39 statements,
grouped into four thematic axes: ‘central values’, ‘work environment’, ‘relationships with
colleagues’ and ‘work activities’. Each of the four axes contains 8 – 10 statements which are
divided into two different semantic units. Indicatively, the thematic axis of questions ‘central
values’ includes 9 statements, 4 of which make up the semantic unit ‘offer’ and the other 5
the semantic unit ‘autonomy’. These units emerged from our reconstruction based on a
bibliographical review. The thematic unit ‘work environments’ contains 8 statements, 4 of
which comprise the semantic unit ‘flexible working environments’ and the other 4 make up
the semantic unit ‘inflexible working environments’. The thematic unit ‘relationships with
colleagues’ contains nine (9) statements, three (3) of which make up the semantic unit
‘individual-centered relationships’ and the remaining six (6) constitute the semantic unit
‘sociocentric relationships’. Finally, the thematic unit ‘work activities’ does not contain any
sub-groups.
Super's questionnaire was translated from English into Greek by two Drs in Sciences of
Education in collaboration with one of the authors of this article. The first translation was
given to three observers. Based on their comments, we came up with a second version. It was
translated into English again by two translators with a very good knowledge of English.
Based on their text, we came up with a third version in Greek. The final questionnaire was
used in our pilot research.
7. Methodology
The methodology followed was based exclusively on the use of the questionnaire. Applying
stratified sampling, 450 questionnaires were distributed to 450 Primary and Secondary
School teachers in the Achaia region, 250 in secondary and 200 in primary education, (the
former number 2,392 and the latter 1,600, so 3,992 teachers in total).
In the first part of the questionnaire the measurement scale of the teachers’ values, which
emerged from the combination of Amabile’s theory on internal motivation and Super’s
concept of work values, is presented. In the other parts, the measurement scales that emerged
aim at the depiction of the uptake of innovation by teachers, the necessity of it and the
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reasons for which they either participate, or don’t participate in IP.
For detecting the statistically significant correlations and the effects of values on innovation
we adopted the Pearson Chi-Square and the Multiple Linear Regression Analysis. For the
needs of the research we applied the Cronbach test. To test the validity, we applied content
validity through our pilot research. For this purpose, we distributed the second version of the
questionnaire to twenty (20) educators, PhDs holders, PhD candidates and master's degree
holders. Through the validity test we significantly improved the statements mainly on the
scale for measuring the values of teachers.
8. Findings: The Influence of Values in Educational Innovation
From the analysis it emerged that values function as internal motives through which teachers
assign meaning to the uptake of innovative actions. First of all, the uptake of the usefulness of
educational innovation is influenced by the importance assigned to the concept of ‘offer’. The
more the teachers believe that ‘offering’ is important in their life, the more likely they are to
agree that innovation is very useful in education. A second value that has a decisive effect is
‘autonomy’. The more the teachers believe that it is important in their life, the more likely
they are to claim that they agree that innovation is useful (Koutsianou, & Emvalotis, 2019).
Finally, the more the teachers believe that ‘sociocentric’ relationships with their colleagues
are important in their life, the more likely they are to believe that innovation is necessary in
education.
As far as the sample is concerned, we observed two noteworthy differentiations. The first
concerns the level of education. Primary education teachers agree with most of the statements
on the scale, while in contrast the secondary education teachers seemed more reluctant and
often unwilling to agree with them. The former appeared more open to innovation as we
defined it in the questionnaire especially as far the link between school and society, school
performance, inter-school collaboration and the cultivation of democratic values are
concerned.
The second differentiation has to do with the specialization. We observed that the primary
and secondary school teachers who held a degree in the Sciences of Education and the Social
Sciences agreed to a greater degree with most of the statements on the scale that concern the
usefulness of innovation. In contrast, the holders of degrees in Humanities and the Sciences
are either ambivalent or negative towards most of the statements.
Nevertheless, these two differentiations do not alter our chief finding, that is to say, the
importance of internal motivation for creativity in the way Amabile analyses it.
From the data analysis it emerged that teachers are receptive to innovation much more as
something linked to the sociocentric dimension of learning (ensuring the participation of the
pupil in school activities and social interactions, collaboration amongst students and
understanding of concepts in a lived way) and much less as a practice linked to pupil
performance or the learning of a cognitive object, whether we see that traditionally (as a
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demarcated cognitive field) or in more contemporary terms (in other words as a field of
interdisciplinary knowledge). This seemed to depend on their value system and especially the
emphasis they place on values such as ‘offering something’, ‘autonomy’, ‘creativity’ and
‘sociocentric’ relationships with colleagues.
The influence of values in whether teachers participate or not in IP is tangible and is worthy
of particular emphasis. To make this more clear we drew up two tables, based on regression
analysis, which illustrate which of the values in our research present statistically significant
effects for each of the reasons for participation (table 1) and non-participation (table 2).
Table 1. Summary of the Statistically Significant Influences of Values and Reasons for
Participation in Innovative Programs
Because I
like to
experiment
with new
pedagogica
l methods
To
improve
my
knowledge
in a
cognitive
area
To increase
the chances
of my
professional
development
To examine a
problem or a
phenomenon in
an
interdisciplinary
way
Because
it is
good for
the
image
of the
school
Because
it is
necessar
y to
make up
my
working
hours
Because
it
improves
my CV
Because
it
improves
the
pupils’
social
skills
Creativity
V
V
V
V
V
X
V
V
Inflexible
environmens
X
X
V
X
V
V
V
X
Offering
something
V
V
X
V
X
X
X
V
Autonomy
V
V
V
V
V
V
V
X
Sociocentric
relationships
V
V
X
V
X
X
X
V
In table 1 it is evident that the values of ‘autonomy’ and ‘creativity’ have a great influence on
the way in which teachers cite reasons for participation in IP. This finding confirms
Amabile’s theory according to which one requirement for the successful introduction of
innovation is the positive attitude to risk, social skills, lack of prejudices and willingness to
experiment with new ideas aimed at reflection on what is taken as given and what is
considered unusual.
We could suppose that if one teacher embraces the value of ‘autonomy’ that is to say, he
considers the values ‘I am in control of my choices and it is not that others decide for me’, ‘to
be able to influence others’ or ‘to have an effect on others’ to be significant, then he cites
only external motivation to become involved in innovative actions. This hypothesis is refuted
by our research which leads once more to internal motivation.
The value of ‘creativity’ has a statistically significant influence as much on the internal as on
the external motivation in the reasons behind participation. The more the teachers in the
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sample embrace the value of creativity (where the project requires creativity and imagination
to produce a result, requires risk, interpretation and processing of data and information or
involves innovative products or projects), the more likely the teachers are to agree as much
with the internal motivation for participation in IP (such as ‘I participate in order to examine
an issue in an interdisciplinary way’) as with the external motivation related to reasons for
participation in IP such as ‘I participate in order to improve my work hours’.
This finding, in our opinion, debunks a simplifying theorization of creativity according to
which this is related only to internal motivation (George 2007, Auger & Reynaud 2008). On
the contrary, from our research it emerges that creativity coexists with the external
parameters related to the institutional organization of work, such as the structure of
opportunities for professional development. In table 1 we observe that internal motivation is
also influenced by the values ‘sociocentric relationships with colleagues’ and ‘offering
something’. The external motivation is influenced, in contrast, only by the value ‘inflexible
work environment’. This finding is significant because it reveals that the more the teacher
considers it very important that his work should bring him money, be predictable and have a
clear time frame, the more likely he is to cite only external motivation as a reason for
participating in IP. On the other hand the more he embraces the values of ‘offering something’
and believes it is very important that his relationships with his colleagues have a sociocentric
basis, the more likely he is to cite only internal motivation for participating in IP.
Table 2. Summary of the Statistically Significant Influences of Values and Reasons for NON
Participation in Innovative Programs
Because
getting
through
the
syllabus
takes
priority
Because
I
don’t think
that
innovative
programs
improve
some aspect
of
the
teacher’s
work
(e.g.
teaching,
pedagogy)
Due to
lack of
personal
free time
Because
it
doesn’t offer
opportunities
for
professional
development
Because
in
general I don’t
like
to
experiment
with
pedagogical
methods with
uncertain
results
Because
there isn’t
enough
institutional
and
economic
support
Offering
something
X
X
V
V
X
X
Autonomy
X
X
X
V
X
V
Inflexible
environments
V
V
V
V
V
V
Sociocentric
relationships
X
X
X
X
V
X
Creativity
X
V
V
X
V
V
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Table 2 illustrates the statistically significant influences on the reasons for nonparticipation in
IP. Here too the influence of the values is evident. More specifically, the more the teacher
believes that it is very important to work in an environment where his work will earn him
money or in which one knows what is going to happen every day, the more likely he is to cite
various reasons for not participating in the implementation of IP. This finding is in our
opinion explained by Amabile’s theory according to which the success of innovation requires,
among other things, a flexible work environment in the context of which creativity is
encouraged on a collective and institutional level. It is not by chance then that the reason
given for non-participation, of ‘getting through the school syllabus takes priority’ is related in
a statistically significant way to the reason in question.
The lack of free time as a reason for choosing non-participation in IP is significant only for
those who embrace the value of ‘offering something’ and ‘creativity – self-expression’. This
means that for those teachers who want to become involved in creative actions because they
place great value on being able to offer something, and creativity, the lack of free time is of
decisive importance.
The teachers that believe the value of autonomy is very important, cite reasons for
non-participation in IP related to professional development and scanty institutional and
economic support. Finally, for the teachers who assign great value to creativity,
non-participation in IP is attributed, beyond the lack of personal free time, to doubts they
have over whether and to what extent these improve some aspect of their pedagogical work.
This finding does not confirm the research of Hofman et al. (2012) according to which teachers
who participate in innovative programs are driven by strictly scientific and pedagogic reasons
such as improving pupils’ knowledge and school performance.
Our research also showed that many teachers, especially in secondary education, consider the
lack of ties with local communities as the reason for their non-participation in the innovative
programs. This confirms findings of relative research (Hopkins et al. 1997; Sharma 2005)
which revealed that synergies between school and local communities contribute positively to
the taking of innovative action.
9. Conclusions
Internal motivation in Amabile’s sense is closely linked to creativity and innovation. Their
influence on the way we become involved in educational innovation is tangible. From the
data analysis it follows that teachers are receptive to innovation more as something linked to
the sociocentric dimension of learning (ensuring the participation of the pupil in school
activities and social interactions, collaboration amongst students and understanding of
concepts in a lived way) and less as a practice linked to pupil performance or the learning of a
cognitive subject, whether we see that as a distinct cognitive field or in more modern terms as a
field of interdisciplinary knowledge. This seemed to depend on their value system and
especially the emphasis they place on values such as 'offering something', 'autonomy',
'creativity' and 'sociocentric' relationships with colleagues.
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There are certainly differences in the involvement of the teachers in our sample. These are
linked with the level of education and the study object. Primary education teachers, especially
those who graduated from Educational Sciences University Departments, and those in
secondary education who studied Social Sciences, seem to be affected more by the culture of
creativity and innovation than the others. This probably depends on the university studies and
in particular the curriculum and teaching methods.
Consequently, initial education is important in the shaping of values which as internal
motivators determine the quality of involvement with educational innovation. This means the
highlighting of the necessity for the epistemology of creativity as a philosophical basis for the
organization of studies at university to be further supported, not only within the departments
of educational sciences and social studies, but in all.
From the two conclusions above we are led to a third which concerns the drawing up of
educational policy. This ought to take into account not only the institutional barriers and
external rewards but the subjective factors too. It should take into account the perspective and
internal motivation of the teachers so that they are more creative and innovative. In
conclusion, creativity as a means of organizing the educational process goes together with the
development of a culture within the context of which teachers consider self-agency and
innovation as integral.
Our research has certain limitations. It concerns an area where teachers lag behind their
colleagues in other areas in certain qualifications such as in-service time, and possession of
postgraduate and doctoral degrees. This means that our sample is not representative of the
body of Greek teachers.
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