PREDICTING TEACHER CANDIDATES' PROFESSIONAL INNOVATIVENESS TENDENCIES: THE ROLE OF GENDER, ACHIEVEMENT GOALS, AND ENTREPRENEURSHIP
PREDICTING TEACHER CANDIDATES' PROFESSIONAL INNOVATIVENESS TENDENCIES: THE ROLE OF GENDER, ACHIEVEMENT GOALS, AND ENTREPRENEURSHIP

Summary/Abstract: This study aims to test whether gender, achievement goals, and entrepreneurship are significant predictors of teacher candidates' tendencies toward professional innovativeness. The research was conducted using a correlational survey model. A total of 351 teacher candidates participated in the study. Data were analyzed using hierarchical multiple regression analysis. The findings indicate that being female is a significant predictor of innovativeness on its own. Mastery goals positively and significantly predict teacher candidates' tendencies toward professional innovativeness, whereas performance-approach and performance-avoidance goals do not show predictive power. The subdimensions of entrepreneurship, as a block, positively and significantly predict professional innovativeness tendencies. At the subdimensions level, only opportunity recognition and emotional intelligence make a unique and significant contribution to explaining professional innovativeness tendencies.

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