The Relationship Between Preschool Teachers' Proactive Personality and Innovative Behavior: The Chain-Mediated Role of Error Management Climate and Self-Efficacy.

Baocheng Pan,Zhanmei Song,Youli Wang

doi:10.3389/fpsyg.2021.734484

Abstract

Objective: This study, aims to explore the relationship of error management climate and self-efficacy between preschool teachers’ proactive personality and innovative behavior.Methods: Four hundred thirty-nine preschool teachers were tested by proactive personality scale, error management climate scale, general self-efficacy scale, and employee innovation behavior scale.Results: Preschool teachers’ proactive personality can directly predict their innovative behaviors, has a significant indirect effect on innovative behaviors through error management climate, and has a significant indirect effect on innovative behaviors through self-efficacy. Error management climate and self-efficacy play a chain-mediated role in the relationship between preschool teachers’ proactive personality and innovative behavior.Conclusion: Error management climate and self-efficacy play a chain-mediated role in the relationship between preschool teachers’ proactive personality and innovative behavior.

Highlights

There is little doubt that innovation is vital for organizational success and competitive advantage as well as for strong education in the 21st century (Mumford and Gustafson, 1988)
This study explores the relationship between proactive personality, error management climate, self-efficacy, and innovative behavior through empirical research
The results show that the path coefficients of proactive personality, error management climate, self-efficacy, and employee innovation behavior are all significant

Summary

Introduction

There is little doubt that innovation is vital for organizational success and competitive advantage as well as for strong education in the 21st century (Mumford and Gustafson, 1988). An increasing attention is paid to creativity and innovation in today’s world. More and more organizations are constantly seeking to maximize their capabilities to adjust to dynamic environments, and at the same time to generate innovation (Reuveni and Vashdi, 2015). In order to achieve good organizational performance, the organization must promote the creative behavior of employees as much as possible (Nieves et al, 2014). Educational management departments and schools in different countries will carry out educational innovation and reform in different periods to achieve the purpose

Methods

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Discussion

Conclusion