Innovation competencies of individuals as a driving skill sets of future works and impact of their personality traits

What Do the Relationships between Pre-Service Biology Teachers’ Personality and Professional Knowledge Reveal about Their Innovativeness?—An Exploratory Study Using Canonical Correlation Analysis

“…Against this background, our study aimed at exploring whether comparable results can also be found in the educational context of university teacher training. Since the field of digital teaching and learning is regarded paradigmatic for the construct of innovation in education [70][71][72][73], we, therefore, analyzed the relationships between the Big Five personality traits and pre-service teachers' selfconcept of professional knowledge, including digitalization-related skills. Our CCA model showed that, first and foremost, the three Big Five variables openness to experience, agreeableness, and conscientiousness relate to the four TPACK variables TK, CK, PK, and PCK, whereas the actual digitalization-related TPACK domains (TCK, TPK, TPACK) were not sufficiently (i.e., distinctly enough) reflected by our canonical solution (see Section 3.2).…”

“…Since authors of several studies [47][48][49][50] have already pointed out that neither the experiential framework nor the professional demands in organizations other than schools can per se be considered equivalent or comparable to those of the teaching profession, we want to investigate whether comparable results can also be found in the educational context of university teacher training. Since the field of digital teaching and learning is regarded paradigmatic for the construct of innovation in education [70][71][72][73], we chose pre-service teachers' digitalization-related skills as appropriate operationalization of innovativeness (see Section 2.1). Specifically, we ask the following research question: To what extent are the Big Five, perhaps also beyond openness to experience, related to pre-service teachers' self-concept of professional knowledge and, in particular, its digitalization-related domains?…”

“…Within our first canonical function, the two personality traits of openness to experience and conscientiousness appear to be significantly related to the overall professional knowledge of our sample of pre-service teachers (see Section 3.2). Since this professional knowledge also includes the specific digitalization-related skills, which in turn are positively associated with the construct of innovativeness [70][71][72][73], it can be assumed that the personality trait of conscientiousness may be just as important as the trait of openness to experience when looking at university teacher training. Thus, the results of our study go beyond the consensus of the referred organizational psychological findings, stating openness to experience to be the key factor regarding the innovative behavior of employees in other professional contexts [62].…”

Modelling Innovation competence profiles: the empowering roles of self-monitoring and resilience

“…Although innovation and inventive projects are typically considered to be relevant at the organizational level, the concept’s foundation lies with the people in charge of them [ 4 ], [ 5 ]. At the individual level, innovation-related activities have become a significant part of many job functions in service-oriented (medical and health-related services, consulting and the like) or engineering occupations [ 2 ], [ 6 ].…”

“…The first gap is that most research on innovation competence does not consider the heterogeneity of individual profiles but rather focuses mostly on a variable-centered approach to explore this subject. Typically, these studies investigate the underlying relationships between innovative abilities and various associated personal and job-related predictors, such as role performance [ 3 ], leadership styles [ 11 ], [ 12 ], personality traits [ 5 ], self-monitoring [ 13 ], and overall satisfaction with life [ 14 ]. More so, current research continues to provide evidence for additional factors that influence innovation competence, such as student learning performance [ 15 ], cultural intelligence [ 16 ], or learning experiences [ 6 ].…”