Beginning teachers’ innovative work behavior and stress towards change: Examining the roles of adaptability and contextual influences

Abstract

This study examined how beginning teachers’ innovative work behavior and stress towards change are influenced by perceived autonomy support, time pressure, and adaptability. Data was collected from 269 first-year teachers and analyzed using a complementary variable- and person-centered approach. Variable-centered findings showed that perceived autonomy support was associated with (positively) innovative work behavior and (negatively) stress. Adaptability was positively associated with innovative work behavior, whereas time pressure was positively associated with stress. Person-centered findings revealed four distinct profiles and their unique associations with the outcomes. Together, the findings yield implications for supporting beginning teachers’ self-efficacy and well-being.