The role of policy entrepreneurs in shaping the process of policy implementation is well recognized. However, current research tends to focus more on the process of policy change, and less on the quality of the outcomes of such policy shaping. Individual traits like motivation and contextual factors are known to shape the actions of policy entrepreneurs, but how do these affect the outcomes of policy implementation? To address this, we study the response of 89 teacher-educators in 11 districts in a province in India to a policy of the National Curriculum Framework for Teacher Education to incorporate the experiences of teachers in the teacher education curriculum. The opportunity spotted was teacher-driven innovations in schools and the entrepreneurial response took the shape of two-day “Educational Innovation Fairs” conducted in 2016 in all the districts. These brought together about 464 innovative practices in schools to public fora which were visited by 4089 teachers. The practices were rated by the visiting teachers and the respective scores were allocated to teacher educators on the basis of their contribution. The specific question we seek to answer is, “Do teacher-educators’ motivation, innovative work behaviour and personality factors affect the quality of the outcomes of their policy entrepreneurship?” The findings indicate a positive, but non-significant relationship between innovative work behaviour and conscientiousness. On the other hand, results indicated a negative, but non-significant relationship between motivation conceptualized through goal orientation and innovation score.
Samvet Kuril, Indian Institute of Management Ahmedabad, India
Vijaya Sherry Chand, Indian Institute of Management Ahmedabad, India
Anurag Shukla, Indian Institute of Management Ahmedabad, India
Stream: Nurturing Creativity & Innovation: New, Innovative & Radical Education
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