The Effect of Organizational Innovativeness in Enhancing Teacher Innovation in Malaysia’s TVET Sector
This study aims to examine the effect of Organizational Innovativeness, a key dimension of Organizational Culture, on teacher innovation measured as Innovative Work Behaviour (IWB) within Malaysia’s Technical and Vocational Education and Training (TVET) sector. A quantitative approach using stra...
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| Main Authors: | , |
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| Format: | Article |
| Language: | en |
| Published: |
RSIS International
2025
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/50699/1/IJRISS.pdf http://ir.unimas.my/id/eprint/50699/ https://rsisinternational.org/journals/ijriss/articles/the-effect-of-organizational-innovativeness-in-enhancing-teacher-innovation-in-malaysias-tvet-sector/ https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0473 |
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| Summary: | This study aims to examine the effect of Organizational Innovativeness, a key dimension of Organizational
Culture, on teacher innovation measured as Innovative Work Behaviour (IWB) within Malaysia’s Technical and
Vocational Education and Training (TVET) sector. A quantitative approach using stratified simple random
sampling was employed, with data collected from 331 vocational college teachers using a validated questionnaire
adapted from the Organizational Culture Inventory (OCI) and the Innovative Work Behaviour Questionnaire
(IWBQ). Multiple regression analysis showed that among the four dimensions of Organizational Culture:
Innovativeness, Effectiveness, Cooperativeness, and Consistency, Innovativeness recorded the highest
standardized beta coefficient (β = 0.522, p < 0.001), making it the most influential predictor of teacher
innovation. A follow up simple linear regression revealed that Innovativeness alone explained 27.3 percent of
the variance in IWB (R² = 0.273, p < 0.001), representing a large effect size. While Innovativeness had the
strongest impact, other cultural dimensions such as Cooperativeness and Consistency demonstrated limited
direct influence, suggesting their potential lies in interaction with innovativeness rather than in isolation. In
conclusion, the findings provide empirical evidence that fostering innovativeness is vital for equipping teachers
to generate, promote, and implement new ideas. Practical implications highlight the need for actionable strategies
such as embedding innovation in professional development, incentivising risk taking, fostering cross disciplinary
collaboration, and balancing stability with flexibility. These results underscore the importance of embedding
innovativeness into institutional culture to ensure that TVET educators remain agile, responsive to industrial
changes, and aligned with the objectives of the National TVET Policy 2030 |
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