RELATIONSHIP BETWEEN TEACHERS’ PERCEPTIONS OF CREATIVE ORGANIZATIONAL CLIMATE AND TEACHERS’ INNOVATIVE BEHAVIOR UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BANGKOK 2

Abstract

This research aimed to 1) examine the level of creative organizational climate as perceived by teachers, 2) examine the level of teachers’ innovative behavior, and 3) investigate the relationship between the creative organizational climate as perceived by teachers and teachers’ innovative behavior under the Secondary Educational Service Area Office Bangkok Area 2. This study employed a quantitative research design. The sample consisted of 134 civil servant teachers and teaching staff, with the sample size determined using the G*Power program. Stratified random sampling was applied based on school size. The research instrument was a five-point rating scale questionnaire. Data were collected through an online system. Statistical analyses included percentage, mean, standard deviation, and Pearson’s product-moment correlation coefficient.

          The results revealed that: 1) the overall level of creative organizational climate as perceived by teachers was at a high level (M = 4.33, SD = 0.68), with support from work groups having the highest mean score (M = 4.52, SD = 0.60); 2) the overall level of teachers’ innovative behavior was at a high level (M = 4.40, SD = 0.61), with the dimension of implementing new ideas showing the highest mean score (M = 4.47, SD = 0.58); and 3) the creative organizational climate as perceived by teachers and teachers’ innovative behavior were positively correlated across all dimensions at the .01 level of statistical significance. When considering each pair, work autonomy showed the highest correlation with idea generation (r = .776), indicating that providing teachers with freedom of thought and decision-making is a crucial factor in promoting innovation in educational institutions.