The Mediating Role of Innovativeness in the Relationship Between Teachers’ Proactive Personality and Digital Literacy Perceptions

Author Information

Gökçe Özdemir, Gaziantep University, Türkiye
Birgül Sevinç, Gaziantep University, Türkiye
Burhan Demir, Gaziantep University, Türkiye

Abstract

This study examined the mediating role of individual innovativeness in the relationship between teachers' proactive personality and digital literacy perceptions, using a correlational survey design. The sample consisted of 322 teachers working in schools affiliated with the Ministry of National Education in Gaziantep, Türkiye, selected through convenience sampling. Data were collected online using the Proactive Personality Scale, the Digital Literacy Skills Scale, and the Individual Innovativeness Scale, and analyzed using descriptive statistics, independent-samples t tests, one-way ANOVA, Pearson correlation, multiple linear regression, and Hayes' PROCESS Macro (Model 4; 5,000 bootstrap samples). Results revealed positive and significant relationships between proactive personality and digital literacy (r = .417, p < .01), proactive personality and innovativeness (r = .488, p < .01), and innovativeness and digital literacy (r = .342, p < .01). Proactive personality (β = .329, p < .001) and innovativeness (β = .181, p = .002) significantly predicted digital literacy, explaining 19.9% of variance (R² = .199, F(2, 319) = 39.628, p < .001). Mediation analysis showed that both the total effect (B = .428, β = .417, p < .001) and the direct effect (B = .337, β = .329, 95% CI [.221, .453]) were significant, and the indirect effect through innovativeness was also significant (B = .091, 95% CI [.032, .159]), indicating partial mediation. No significant differences emerged across gender, age, seniority, school tenure, or school level (all p > .05). These findings highlight the importance of fostering proactive personality and innovativeness to enhance teachers' digital literacy.

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