Reflection as a facilitator of teachers' innovative work behaviour

Abstract

The aim of this study was to investigate the role of reflection as a preparatory mechanism for employees' engagement in innovative work behaviour (IWB). This issue was explored in a study with 67 teachers at the highest level of German secondary education. Specifically, we investigated whether teachers who reflected on work tasks, the social context and their work performance were more engaged in the exploration of opportunities for innovation as well as the generation, promotion and realization of innovative ideas. By applying path modelling, we found that work‐related reflection facilitated all dimensions of IWB. Teachers' IWB most strongly depended on their performance‐related reflection. Also, reflecting on work tasks and the social context affected teachers' IWB indirectly by benefitting their performance‐related reflection. As a consequence, reflection should be valued as a resource for innovation and professional development as well as a vital component of work routines, organizational cultures and job training.

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