Individual Innovativeness Among Prospective Teachers in India a Multi-Component Analysis

Abstract

Purpose: This study investigates the multi-dimensional components contributing to individual innovativeness among prospective teachers in India, addressing the critical need for innovation-ready educators in the context of educational transformation.

Methodology: Using a comprehensive 24-item Likert scale questionnaire based on validated theoretical frameworks, data were collected from 100 prospective teachers. Linear regression analysis examined eight key predictors of individual innovativeness: Innovation Self-Efficacy, Risk-Taking Propensity, Openness to Experience, Opinion Leadership, Reflective Practice, Technology Self-Efficacy, and Creative Problem-Solving.

Findings: The regression model demonstrated exceptional explanatory power (R² = .896, Adjusted R² = .887, F(8,91) = 98.3, p < .001), accounting for 89.6% of variance in individual innovativeness. All eight predictors showed significant positive relationships, with Creative Problem-Solving (β = 1.149, p < .001) and Innovation Self-Efficacy (β = 1.143, p < .001) emerging as the strongest predictors.

Implications: The findings underscore the multifaceted nature of teacher innovativeness and provide evidence-based guidance for teacher education programs. The strong predictive model suggests that targeted interventions focusing on these components can effectively enhance innovation readiness among prospective teachers.