The mediating role of self-efficacy in the relationship between professional skills and innovative behavior of teachers in Khomeini Shahr

Jami Foroushani, Davood; Kadkhodaei, Mahboobeh Sadat

doi:10.48310/itt.2025.21400.1229

The mediating role of self-efficacy in the relationship between professional skills and innovative behavior of teachers in Khomeini Shahr

Document Type : Original Research

Authors

¹ Master&#039;s degree in Psychology, Feiz-e-Islam Institute of Higher Education, Isfahan, Iran

² Assistant Professor, Department of Psychology, Naqsh-e Jahan Institute of Higher Education, Isfahan, Iran

10.48310/itt.2025.21400.1229

Abstract

The purpose of this study was to investigate the mediating role of self-efficacy in the relationship between professional skills and innovative behavior of teachers in Khomeini Shahr. The statistical population in this study included teachers in Khomeini Shahr, which numbered about 2500 people. Sampling in this study was carried out conveniently, and 200 teachers in Khomeini Shahr were selected from among the teachers to the extent of the sample group and responded to the questionnaires on teachers' professional skills (Hajizadeh, 2011), innovative behavior (Kanter, 2009), and general self-efficacy (Sherr et al., 1982). The data were analyzed through Pearson correlation coefficient and structural equation modeling. The findings show that the presented model of sufficiency indicators was analyzed to explain the relationship between research programs (P=0.13). Professional skills and innovative behavior were mediated by the relationship of self-efficacy (P<0.01). The relationship between professional skills with innovative behavior and self-efficacy, as well as the relationship between self-efficacy and innovative behavior, was confirmed (P<0.01). Also, the mediating role of self-efficacy in the relationship between professional skills and innovative behavior was confirmed (P<0.01). Based on the findings of this study, it can be said that training and helping to improve teachers' professional skills improves their beliefs about their own abilities and, in fact, improves their self-efficacy. High self-efficacy can also lead teachers to be innovative in performing their professional skills. Most importantly, teachers who have high levels of professional skills, self-efficacy, and innovative behavior are appropriate cognitive and behavioral role models for students.

Keywords