A Cluster-Analytic Approach to Preschool Teachers’ Psychological and Behavioral Profiles: Irrational Beliefs, Burnout, and Innovative Work Behavior

Individual beliefs are a critical factor in understanding human action and behavior. Certain beliefs, such as irrational beliefs and burnout, influence all forms of learning and social interaction within the school environment, primarily limiting both individual and collective development. The former are associated with the inherent human tendency to adhere to habits and behaviors not strictly dictated by rationality, often stemming from irrational thoughts held by the individual. The latter, examined within the framework of the Job Demands–Resources Theory, pertain to occupational characteristics that differentially affect employees’ well-being, job demands, and available resources. The present study aims to investigate the role of these variables in relation to teachers’ Innovative Work Behavior, a recurring, multi-stage process oriented toward the implementation of new ideas within the school context. The sample consisted of 337 preschool educators who completed self-report questionnaires. Multiple linear regression analysis indicated that both irrational beliefs (positively) and the dimension of work disengagement (negatively) significantly influenced innovative work behavior, underscoring the distinct contributions of personal belief systems and burnout dimensions. Furthermore, a hierarchical cluster analysis revealed both heterogeneity among educators and common, distinct response patterns. The identification of five different clusters suggests that the examined characteristics and the underlying beliefs represent individual traits that change dynamically, leaving open the possibility of nonlinear relationships present in the workplace. Five profiles were identified, namely Disengaged-Low Innovators, Resilient-Balanced Innovators, Adaptive Innovators, Strained but Innovative Innovators, and Belief-Driven Innovators, which highlight the complex ways in which disengagement, exhaustion, and irrational beliefs combine to shape innovative work behavior. The findings are interpretable within the framework of contemporary theories in organizational psychology and management and can be utilized by educational principals to enhance school climate and teacher performance.