Project Kinang: A Gem In Advancing The Individual Innovativeness Of Pre-Service Secondary School Teachers

Romiro G Bautista Et Al

doi:10.17762/turcomat.v12i3.2157

Abstract

: Innovativeness is the idea that describes an individual’s tendency to adopt and adapt innovation earlier than other members of their niche and the society where they live in. This study aimed to determine the individual innovativeness of pre-service secondary school teachers as affected by Project KINANG. Employing the Mixed Method with the One Group Pretest Posttest Research design and Phenomenology as points of inquiry to a group of 89 Pre-service Secondary School Teachers, the following were found: the respondents were made early adopters, early and late majority from their initial states as early and late majority and laggards; the statistical treatment showed significant results on the respondents’ innovation index in their pretest and posttest; the effect size of Project KINANG was of medial effect; and the Project KINANG interacted better among males, Biology majors, and age group 21-22 although no significant results were posted through ANOVA. Moreover, the pre-service secondary school teachers vouched that the Project KINANG provided them learning experiences and encounters that were morale boosting and motivating; hastening task management, teaching effectiveness, curiosity, and innovation; inspiring the pre-service secondary school teachers to become researchers; improving the pre-service secondary school teachers’ communication skills; and heightening collaboration that provided them avenues to learn new ideas. Owing to the aforementioned results, it is concluded that the provisions of Project KINANG improved the innovativeness of the pre-service secondary school teachers.

Highlights

The advent of educational technologies and advanced paradigms of innovative psychology in the workplace has directed professionals to come across their disposition and to reinvent their innovativeness by adopting new information, practices, and standards within their niche and social systems (Bautista et al, 2018; Anderson, 2010; Anderson et al, 1998)
As applied in the diverse and dynamic workplace, professionals especially teachers need to update themselves in the realms of individual innovativeness – the climate that puts every professional to become receptive towards change to their workplace’ standpoints and practices (Celik, 2013; Cocklar, 2012; Soffer et al, 2010; Ali, 2003)
It can be noted that there is a minimal margin (1.81) on the mean difference of the two indices. This means that there are other factors which are not included in the study that might had affected the concordances of the respondents towards their innovativeness

Summary

Introduction

The advent of educational technologies and advanced paradigms of innovative psychology in the workplace has directed professionals to come across their disposition and to reinvent their innovativeness by adopting new information, practices, and standards within their niche and social systems (Bautista et al, 2018; Anderson, 2010; Anderson et al, 1998). Innovation, in this sense, is underscored as the idea, practice, or object that is perceived as new by an individual or other unit through adoption and adaption (Rogers, 2004). As applied in the diverse and dynamic workplace, professionals especially teachers need to update themselves in the realms of individual innovativeness – the climate that puts every professional to become receptive towards change to their workplace’ standpoints and practices (Celik, 2013; Cocklar, 2012; Soffer et al, 2010; Ali, 2003)

Objectives

Methods

Results

Discussion

Conclusion