An Investigation into Innovative Work Behaviour Among Teachers

This study examined innovative work behaviour (IWB) among Myanmar basic education teachers by assessing its overall level, seven behavioural dimensions, and variation across demographic and professional groups. The quantitative component of a wider research project involved 1,532 teachers from selected administrative areas and states. Data were collected using a contextually developed 39-item, five-point Likert scale covering opportunity exploration, strategic adaptation, championing, obtaining organisational approval, recruiting assistance, implementation strategy, and implementation facilitation. The overall IWB mean was 151.49 (SD = 14.89), above the theoretical midpoint of 117. Recruiting assistance recorded the highest percentage of its possible maximum (79.07%), whereas obtaining organisational approval recorded the lowest (70.80%). Male teachers obtained higher scores than female teachers on the overall scale and all seven dimensions. Overall IWB also differed by teaching designation, with junior assistant teachers reporting the highest mean. No significant overall differences were identified by age or teaching experience, although selected dimensions varied across these groups. The findings indicate that teacher innovation involves several related but distinct activities and that mobilising colleagues ma