Investigation of Teachers' Level of Life Satisfaction and Perceptions of Individual Innovation in the COVID-19 Pandemic Process

Background and Aim: This study seeks to examine whether there is a difference between the level of relationship between teachers' individual innovativeness perceptions and their life satisfaction and whether there is a difference in terms of some demographic variables during the COVID-19 pandemic. Methods: The research is a quantitative study and was carried out in relational screening model. The sample of the study consists of 335 teachers working in schools affiliated to the Kahramanmaras Central District National Education Directorates. The data of the research was analysed using the Jamovi 1.6.12 statistical software program. Results and Conclusion:: As a result of the research, it was seen that the majority of the teachers were in the questioning and pioneering groups based on the scores of the individual innovativeness scale,. Significant differences were found in the scores of the participants' individual innovativeness scale sub-dimensions in terms of gender, marital status, branch, and sports status. On the other hand, there were no significant differences in life satisfaction scale scores in terms of gender, marital status, and branch variables (p>0.05); It was found that there was a significant difference in terms of the variable of doing sports (p>0.05); In addition, no significant relationship was found between the sub-dimensions of resistance to change, opinion leadership, openness to experience, and risk-taking and life satisfaction. Keywords: COVID-19, Teacher, Individual innovation, Life satisfaction.

Analyzing of The Relationships Between Attitudes Towards Teaching Profession, Reflective Thinking and Individual Innovativeness

In this study, the degree to which reflective thinking tendencies and individual innovativeness predicted prospective teachers’ attitudes towards teaching profession was investigated. In this study, relational survey model was conducted. The study was composed of 510 prospective teachers from 12 different universities in Turkey. In this study, “Reflective Thinking Tendency Scale (RTTS)”, “Individual Innovativeness Scale (IIS)” and “Attitude Towards Teaching Profession Scale (ATTPS)” were utilized. “Pearson Momentler Correlation Coefficient” and “Multiple Linear Regression Analysis” were conducted in the correlational and regression analysis. It was found out that there was a strong positive meaningful correlation between prospective teachers’ attitudes towards teaching profession, their reflective thinking tendencies and individual innovativeness. It was also found that there was a strong positive meaningful correlation between reflective thinking tendencies and individual innovativenes.

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

: 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.