Factors Influencing Teachers’ Innovative Behaviour: A Systematic Review

Abstract

The rapid changes in 21st century of education system demand innovation actions from all teachers. The innovative behaviour is vital to ensure that education system remains relevant to current developments and trends. However, it has a lack of comprehensive identifications of its factors that can influence a teacher’s innovative behaviour, especially in recent decades. This study employed a Systematic Literature Review (SLR) as a research method. The SLR consists of review protocol which specifies the topic to be researched and the method customized in conducting the review. It is the main strategy of detecting relevant literature review and how information is obtained from the primary study. Planning, conducting, and reporting the review are phases of the SLR method. The study found that leadership and self-efficacy are the most dominant factors in influencing teachers’ innovative behaviour in the school sector. Detailed empirical studies need to be done to see whether leadership and self-efficacy factors influence the teachers’ innovative behaviour directly or indirectly as potential mediator and moderators. The research can be improved by filtering articles in foreign languages, using a more extensive database and exploring other factors through in-depth interviews. It is recommended that the identified factors be used in different settings and also focusing on non-dominant factors.

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