Abstract
Innovation is the main source to remain competitive in today’s environment. As well as other employees, the lecturer is also required to do innovative teaching. But, encouraging lecturers’ willingness to do innovative teaching is challenging due to the dual roles as teachers and researchers. This study explores the predictor of innovative teaching by applying the job-demands resources model as a theoretical anchor. This research used the online questionnaire to collect the data from 233 samples taken randomly from nineteen universities in Indonesia. This study uses structural equation modeling (SEM) to examine the research model. The result indicated that teacher-researcher role conflict negatively predicted the innovative teaching of the lecturer. Besides, occupational well-being plays a mediating variable to explain the influence of teacher-researcher role conflict on innovative teaching. This study provides critical insight into the related stakeholders, such as the universities and related ministry, regarding the negative predictor of innovative teaching. They should discover approaches to reduce the negative effect of teacher-researcher conflict on the innovation behavior of lecturer teaching activity. The universities and related ministries have to ease the issue regarding job role conflict.
Highlights
The rise of science and technology encourages the lecturer to adapt to the current condition and improve his/her teaching skills [1]
The excessive workload experienced by lecturers due to dual role demands, as a teacher and researcher, leads them to teacher-researcher role conflict (TRC)
This study found that teacher-researcher role conflict (TRC) was significantly related to innovative teaching
Summary
The rise of science and technology encourages the lecturer to adapt to the current condition and improve his/her teaching skills [1]. The essential teaching skill for a higher education lecturer is innovative teaching [2]. Encouraging lecturers’ willingness to do innovative teaching is challenging in higher education due to the high demands of research activities [5]. Being a higher education teacher means being prepared to perform two roles as a teacher and researcher simultaneously. Teaching and research are unseparated and reciprocal activities to keep pace with the current science development [6], but teaching and research are different activities. The excessive workload experienced by lecturers due to dual role demands, as a teacher and researcher, leads them to teacher-researcher role conflict (TRC). Some works recognize that lecturers feel burdened working as both teacher and researcher due to drain of time and energy either physically or psychologically [7,8], and hard to conduct well in both roles [7]
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