The Innovation Paradox: Why Does Innovative Teacher Behavior Decrease Performance?
DOI:
https://doi.org/10.51468/jpi.v7i2.1061Keywords:
Innovative Work Behavior, Teachers’ Professional Performance, Educational Innovation, Performance ParadoxAbstract
This study examines the paradoxical relationship between innovative work behavior and teachers’ professional performance at Yayasan Al Abidin Surakarta. While innovation is commonly associated with improved performance, the findings reveal a very weak and negative correlation (r = –0.032; p = 0.643). Using a quantitative approach with Pearson correlation and linear regression, data were collected from 210 teachers through stratified random sampling. The analysis indicates that teachers’ innovative efforts do not automatically enhance professional performance, especially when not supported by institutional backing, clear evaluation systems, and organizational readiness for change. In such contexts, innovation may become an additional burden, potentially triggering stress, role conflict, and reduced work effectiveness. These findings suggest that innovation in educational settings must be viewed contextually. The assumption that every innovative action necessarily leads to constructive outcomes requires reconsideration. Instead, schools need to build an ecosystem that fosters new ideas, provides space for experimentation, and ensures alignment between innovation and institutional goals. Only then can innovative behavior make a meaningful contribution to teachers’ professional practices. This study contributes to the broader understanding of the complexity of innovation in education and highlights the importance of developing adaptive policies and management strategies. Such an approach can prevent innovation from becoming a source of disruption and instead position it as a driver for enhancing educational quality.
References
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Castellano, R., Musella, G., & Punzo, G. (2023). Does context matter? Exploring the effects of productive structures on the relationship between innovation and the complementarity of workforce skills. Quality & Quantity, 57(3), 1991–2011. https://doi.org/10.1007/s11135-022-01438-1
Chang, Y.-Y., Wannamakok, W., & Lin, Y.-H. (2023). Work conformity as a double-edged sword: Disentangling intra-firm social dynamics and employees’ innovative performance in technology-intensive firms. Asia Pacific Management Review, 28(4), 439–448. https://doi.org/10.1016/j.apmrv.2023.01.003
Chatterjee, S., Chaudhuri, R., Mariani, M., & Fosso Wamba, S. (2023). The consequences of innovation failure: An innovation capabilities and dynamic capabilities perspective. Technovation, 128, 102858. https://doi.org/10.1016/j.technovation.2023.102858
Choi, S., & Park, S. (2023). Exploring performance paradox in public organizations: Analyzing the predictors of distortive behaviors in performance measurement. International Review of Administrative Sciences, 89(2), 501–518. https://doi.org/10.1177/00208523211054876
Coad, A., Nightingale, P., Stilgoe, J., & Vezzani, A. (2021). Editorial: the dark side of innovation. Industry and Innovation, 28(1), 102–112. https://doi.org/10.1080/13662716.2020.1818555
Dinu, E., Vătămănescu, E.-M., Stăneiu, R.-M., & Rusu, M. (2023). An Exploratory Study Linking Intellectual Capital and Technology Management towards Innovative Performance in KIBS. Sustainability, 15(2), 1356. https://doi.org/10.3390/su15021356
Fakhrutdinova, A. V., Ziganshina, M. R., Mendelson, V. A., & Chumarova, L. G. (2020). Pedagogical Competence of the High School Teacher. International Journal of Higher Education, 9(8), 84. https://doi.org/10.5430/ijhe.v9n8p84
Fayezi, S. (2022). Paradox theory. In Supply networks: dyads, triads and networks (pp. 221–247). Edward Elgar Publishing. https://doi.org/10.4337/9781839104503.00019
Felstead, A., Gallie, D., Green, F., & Henseke, G. (2020). Getting the Measure of Employee‐Driven Innovation and Its Workplace Correlates. British Journal of Industrial Relations, 58(4), 904–935. https://doi.org/10.1111/bjir.12528
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Graham, B. S., Ridder, G., Thiemann, P., & Zamarro, G. (2023). Teacher-to-Classroom Assignment and Student Achievement. Journal of Business & Economic Statistics, 41(4), 1328–1340. https://doi.org/10.1080/07350015.2022.2126480
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Lewis, P. (2025). Innovation, technician skills, and vocational education and training: connecting innovation systems and vocational education and training. Journal of Vocational Education & Training, 77(2), 364–391. https://doi.org/10.1080/13636820.2023.2215749
Li, L., Bai, X., & Zhou, Y. (2023). A Social Resources Perspective of Employee Innovative Behavior and Outcomes: A Moderated Mediation Model. Sustainability, 15(3), 2669. https://doi.org/10.3390/su15032669
Lim, C. P., Juliana, & Liang, M. (2020). An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia. Asia Pacific Education Review, 21(4), 525–538. https://doi.org/10.1007/s12564-020-09654-w
Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021). Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality. Sustainability, 13(21), 12142. https://doi.org/10.3390/su132112142
Messmann, G., Evers, A., & Kreijns, K. (2022). The role of basic psychological needs satisfaction in the relationship between transformational leadership and innovative work behavior. Human Resource Development Quarterly, 33(1), 29–45. https://doi.org/10.1002/hrdq.21451
Mooi, E., Rudd, J., & de Jong, A. (2020). Process innovation and performance: the role of divergence. European Journal of Marketing, 54(4), 741–760. https://doi.org/10.1108/EJM-02-2018-0110
Ninčević, M., & Vukelić, D. J. (2023). Social and Communication Competences of Students: Future Teachers. European Journal of Education, 6(1), 63–68. https://doi.org/10.2478/ejed-2023-0006
O’Dwyer, A., Hourigan, M., Leavy, A. M., & Corry, E. (2023). “I Have Seen STEM in Action and It’s Quite Do-able!” The Impact of an Extended Professional Development Model on Teacher Efficacy in Primary STEM Education. International Journal of Science and Mathematics Education, 21(S1), 131–157. https://doi.org/10.1007/s10763-023-10361-2
Pozo-Rico, T., Poveda, R., Gutiérrez-Fresneda, R., Castejón, J.-L., & Gilar-Corbi, R. (2023). Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies. Psychology Research and Behavior Management, Volume 16, 1–18. https://doi.org/10.2147/PRBM.S382572
Stoffers, J., van der Heijden, B., & Schrijver, I. (2019). Towards a Sustainable Model of Innovative Work Behaviors’ Enhancement: The Mediating Role of Employability. Sustainability, 12(1), 159. https://doi.org/10.3390/su12010159
Vidergor, H. E. (2023). The effect of teachers’ self- innovativeness on accountability, distance learning self-efficacy, and teaching practices. Computers & Education, 199, 104777. https://doi.org/10.1016/j.compedu.2023.104777
Yli-Pietilä, R., Soini, T., Pietarinen, J., & Pyhältö, K. (2024). Profiles of teacher’s professional agency in the classroom across time. Scandinavian Journal of Educational Research, 68(5), 954–968. https://doi.org/10.1080/00313831.2023.2196536
Alaskar, T. H. (2023). Innovation Capabilities as a Mediator between Business Analytics and Firm Performance. Sustainability, 15(6), 5522. https://doi.org/10.3390/su15065522
Anjum, A., & Zhao, Y. (2022). The Impact of Stress on Innovative Work Behavior among Medical Healthcare Professionals. Behavioral Sciences, 12(9). https://doi.org/10.3390/bs12090340
Castellano, R., Musella, G., & Punzo, G. (2023). Does context matter? Exploring the effects of productive structures on the relationship between innovation and workforce skills’ complementarity. Quality & Quantity, 57(3), 1991–2011. https://doi.org/10.1007/s11135-022-01438-1
Chang, Y.-Y., Wannamakok, W., & Lin, Y.-H. (2023). Work conformity as a double-edged sword: Disentangling intra-firm social dynamics and employees’ innovative performance in technology-intensive firms. Asia Pacific Management Review, 28(4), 439–448. https://doi.org/10.1016/j.apmrv.2023.01.003
Chatterjee, S., Chaudhuri, R., Mariani, M., & Fosso Wamba, S. (2023). The consequences of innovation failure: An innovation capabilities and dynamic capabilities perspective. Technovation, 128, 102858. https://doi.org/10.1016/j.technovation.2023.102858
Choi, S., & Park, S. (2023). Exploring performance paradox in public organizations: Analyzing the predictors of distortive behaviors in performance measurement. International Review of Administrative Sciences, 89(2), 501–518. https://doi.org/10.1177/00208523211054876
Coad, A., Nightingale, P., Stilgoe, J., & Vezzani, A. (2021). Editorial: the dark side of innovation. Industry and Innovation, 28(1), 102–112. https://doi.org/10.1080/13662716.2020.1818555
Dinu, E., Vătămănescu, E.-M., Stăneiu, R.-M., & Rusu, M. (2023). An Exploratory Study Linking Intellectual Capital and Technology Management towards Innovative Performance in KIBS. Sustainability, 15(2), 1356. https://doi.org/10.3390/su15021356
Fakhrutdinova, A. V., Ziganshina, M. R., Mendelson, V. A., & Chumarova, L. G. (2020). Pedagogical Competence of the High School Teacher. International Journal of Higher Education, 9(8), 84. https://doi.org/10.5430/ijhe.v9n8p84
Fayezi, S. (2022). Paradox theory. In Supply networks: dyads, triads and networks (pp. 221–247). Edward Elgar Publishing. https://doi.org/10.4337/9781839104503.00019
Felstead, A., Gallie, D., Green, F., & Henseke, G. (2020). Getting the Measure of Employee‐Driven Innovation and Its Workplace Correlates. British Journal of Industrial Relations, 58(4), 904–935. https://doi.org/10.1111/bjir.12528
Gkontelos, A., Vaiopoulou, J., & Stamovlasis, D. (2023). Teachers’ Innovative Work Behavior as a Function of Self-Efficacy, Burnout, and Irrational Beliefs: A Structural Equation Model. European Journal of Investigation in Health, Psychology and Education, 13(2), 403–418. https://doi.org/10.3390/ejihpe13020030
Graham, B. S., Ridder, G., Thiemann, P., & Zamarro, G. (2023). Teacher-to-Classroom Assignment and Student Achievement. Journal of Business & Economic Statistics, 41(4), 1328–1340. https://doi.org/10.1080/07350015.2022.2126480
Karimi, S., Ahmadi Malek, F., Yaghoubi Farani, A., & Liobikienė, G. (2023). The Role of Transformational Leadership in Developing Innovative Work Behaviors: The Mediating Role of Employees’ Psychological Capital. Sustainability, 15(2), 1267. https://doi.org/10.3390/su15021267
Krstikj, A., Sosa Godina, J., García Bañuelos, L., González Peña, O. I., Quintero Milián, H. N., Urbina Coronado, P. D., & Vanoye García, A. Y. (2022). Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review. Sustainability, 14(13), 8089. https://doi.org/10.3390/su14138089
Kutieshat, R., & Farmanesh, P. (2022). The Impact of New Human Resource Management Practices on Innovation Performance during the COVID 19 Crisis: A New Perception on Enhancing the Educational Sector. Sustainability, 14(5), 2872. https://doi.org/10.3390/su14052872
Lambriex-Schmitz, P., Van der Klink, M. R., Beausaert, S., Bijker, M., & Segers, M. (2020a). Towards successful innovations in education: Development and validation of a multi-dimensional Innovative Work Behaviour Instrument. Vocations and Learning, 13(2), 313–340. https://doi.org/10.1007/S12186-020-09242-4
Lambriex-Schmitz, P., Van der Klink, M. R., Beausaert, S., Bijker, M., & Segers, M. (2020b). Towards successful innovations in education: Development and validation of a multi-dimensional Innovative Work Behaviour Instrument. Vocations and Learning, 13(2), 313–340. https://doi.org/10.1007/s12186-020-09242-4
Lewis, P. (2025). Innovation, technician skills, and vocational education and training: connecting innovation systems and vocational education and training. Journal of Vocational Education & Training, 77(2), 364–391. https://doi.org/10.1080/13636820.2023.2215749
Li, L., Bai, X., & Zhou, Y. (2023). A Social Resources Perspective of Employee Innovative Behavior and Outcomes: A Moderated Mediation Model. Sustainability, 15(3), 2669. https://doi.org/10.3390/su15032669
Lim, C. P., Juliana, & Liang, M. (2020). An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia. Asia Pacific Education Review, 21(4), 525–538. https://doi.org/10.1007/s12564-020-09654-w
Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., & Mella-Norambuena, J. (2021). Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality. Sustainability, 13(21), 12142. https://doi.org/10.3390/su132112142
Messmann, G., Evers, A., & Kreijns, K. (2022). The role of basic psychological needs satisfaction in the relationship between transformational leadership and innovative work behavior. Human Resource Development Quarterly, 33(1), 29–45. https://doi.org/10.1002/hrdq.21451
Mooi, E., Rudd, J., & de Jong, A. (2020). Process innovation and performance: the role of divergence. European Journal of Marketing, 54(4), 741–760. https://doi.org/10.1108/EJM-02-2018-0110
Ninčević, M., & Vukelić, D. J. (2023). Social and Communication Competences of Students: Future Teachers. European Journal of Education, 6(1), 63–68. https://doi.org/10.2478/ejed-2023-0006
O’Dwyer, A., Hourigan, M., Leavy, A. M., & Corry, E. (2023). “I Have Seen STEM in Action and It’s Quite Do-able!” The Impact of an Extended Professional Development Model on Teacher Efficacy in Primary STEM Education. International Journal of Science and Mathematics Education, 21(S1), 131–157. https://doi.org/10.1007/s10763-023-10361-2
Pozo-Rico, T., Poveda, R., Gutiérrez-Fresneda, R., Castejón, J.-L., & Gilar-Corbi, R. (2023). Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies. Psychology Research and Behavior Management, Volume 16, 1–18. https://doi.org/10.2147/PRBM.S382572
Stoffers, J., van der Heijden, B., & Schrijver, I. (2019). Towards a Sustainable Model of Innovative Work Behaviors’ Enhancement: The Mediating Role of Employability. Sustainability, 12(1), 159. https://doi.org/10.3390/su12010159
Vidergor, H. E. (2023). The effect of teachers’ self- innovativeness on accountability, distance learning self-efficacy, and teaching practices. Computers & Education, 199, 104777. https://doi.org/10.1016/j.compedu.2023.104777
Yli-Pietilä, R., Soini, T., Pietarinen, J., & Pyhältö, K. (2024). Profiles of teacher’s professional agency in the classroom across time. Scandinavian Journal of Educational Research, 68(5), 954–968. https://doi.org/10.1080/00313831.2023.2196536
