Teachers Innovative Work Behavior and their Self Efficacy Beliefs

The main objective of the study was to describe the teachers innovative work behavior in terms of idea generation, idea promotion, and idea realization.It also assess the teachers self-efficacy beliefs considering the self-efficacy towards guiding groups, self-efficacy towards using tasks, and self-efficacy towards using innovations.The significant relationship between the teachers' innovative work behavior and their self-efficacy beliefs were correalated.The respondents of the study were the 102 elementary teachers in Kibawe East District, Division of Bukidnon, school year 2024-2025.Random sampling was employed to determine the teachers from the different schools in Kibawe East District.The instrument of the study on the teachers' innovative work behavior was adapted from Evers, Brouwers, and Tomic (2002) and the teacher's self-efficacy beliefs was adapted from Janssen (2000).The study employed a descriptive-correlational research design to systematically examine the variables under investigation.Data were analyzed quantitatively to ensure objectivity and accuracy of results.Teachers consistently exhibit high levels of innovative work behavior, excelling in idea generation, promotion, and realization, and effectively integrating technology, collaboration, and best practices to adapt to diverse learner needs.Areas such as applying advanced frameworks and systematically implementing innovations require further professional support.Teachers demonstrate very high self-efficacy in guiding groups, managing tasks, and implementing innovations, showing confidence in fostering cooperation, accountability, and learner engagement.Slightly lower scores in managing disruptions and scaffolding tasks highlight areas for targeted professional development.A strong and significant positive relationship exists between teachers' self-efficacy and their innovative work behavior, with higher self-efficacy predicting greater confidence in generating, promoting, and realizing innovative ideas.This underscores the critical role of self-efficacy in fostering both individual and school-wide innovation.