| dc.description.abstract | Within the educational field practitioners are facing an array of challenges, such as governmental and societies’ higher expectations of education and new scientific educational insights. In order to adapt to these challenges, innovative instructional strategies, processes, and structures have to be formulated.
Individual work behaviour is one of the most important aspects for innovation to arise. In addition, many studies have argued that innovation derives from informal social networks. There is still no consensus in current literature about factors that modify the relationship between social networks position and innovative work behaviour. Therefore, this research examined the influence of psychological safety.
Data was collected from 143 participants from two educational organizations in The Netherlands, that are concerned with innovation within primary schools and Higher Vocational Education. A quantitative questionnaire using Likert-type scales and a social network question on sharing innovative ideas was analysed, using social network analysis, correlation, and regression analyses.
Findings showed that when individuals occupy a central position, they shared more ideas, and subsequently perceived their work behaviour as innovative. Findings did not revealed a mediating effect of psychological safety between this relationship.
This research illustrated the usefulness of accounting for network positions for better understanding innovative behaviour, what leads to innovation. | |
