School Innovation Culture as Predictor of Teachers’ Research Competence
DOI:
https://doi.org/10.54097/61fczd41Keywords:
Research Competence, School Innovation CultureAbstract
The study assessed the school innovation culture and teachers' research competence in selected higher education institutions in Hunan, China. It assessed the culture of school innovation using the sub-variables strategy, support mechanism, structure, and creative behavior. To assess research competence, the study used the sub-variables research methodology, ethics, and utilization of research. The study also determined the predictive role of innovation culture on teachers' research competence. The study involved 305 teacher respondents selected randomly from a total population of 1460 teachers. The researcher developed the instrument used for data gathering. It was validated, pilot tested, and showed acceptable reliability results. The findings revealed a weak innovation culture in the schools investigated. The respondents assessed innovation culture as weak in all its sub-variables. It implies a lack of organized effort to foster an innovation culture in the investigated schools. The findings also showed poor research competence among the respondents. They have poor competence in research methodology, ethics, and utilization. Based on the results of the multiple linear regression analysis, the study concluded that school innovation culture has a predictive influence on teachers' research competence. This implies that a weak school innovation culture has a negative impact on the research competence of teachers. The study highlights the need to strengthen innovation culture to increase school research productivity.
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