{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113891"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113891","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Cultivating innovation: An exploration of teacher professional identity and innovative work behavior in private catholic schools","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Lewyckyj, Joshua William"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Cope, Bill","Kalantzis, Mary","You, Yu-Ling","Span, Christopher"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:45Z","date_published":"2022-04-29T21:34:45Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Education"],"languages":["en","eng"],"rights":["Copyright 2021 Joshua W. Lewyckyj"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113891","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cope, Bill","Kalantzis, Mary","You, Yu-Ling","Span, Christopher"]},{"key":"dc:creator","label":"Author","values":["Lewyckyj, Joshua William"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:45Z","2021-12","2021-12-02"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Joshua W. Lewyckyj"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113891"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Joshua Lewyckyj, accepted the attached license on 2021-12-01 at 11:29.","The student, Joshua Lewyckyj, submitted this Dissertation for approval on 2021-12-01 at 12:30.","This Dissertation was approved for publication on 2021-12-02 at 15:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17330 on 2022-04-06 at 17:10:32","Made available in DSpace on 2022-04-29T21:34:45Z (GMT). No. of bitstreams: 3 LEWYCKYJ-DISSERTATION-2021.pdf: 5843853 bytes, checksum: 45df40e4af6417f5ff0fefed4ff9454e (MD5) LICENSE.txt: 4212 bytes, checksum: 126e247e5b9b7cc7e44273eff1ad1652 (MD5) PROQUEST_LICENSE.txt: 4558 bytes, checksum: 9000caf2a425c9d877069befba49e33b (MD5) Previous issue date: 2021-12-02","This doctoral dissertation examines the relationship between teacher’s professional identity and innovative work behavior in 21st century Private Catholic schools. This mixed-methods study uses a quantitative validation model which includes scale items measured on a 4-point Likert scale as well as open-ended survey questions which serve as qualitative data to support, negate, verify, and/or further explain quantitative data collected. Using an adapted Teacher Professional Identity Scale derived from validated scales which measure each of the six domains of teacher professional identity that includes items from Geisel et al. (2001); Tschannen-Moran & Hoy, (2001); Hasinoff and Mandzuk (2005); Abu-Alruz and Khasawneh (2013)); Obunadike, (2013); Hanna et al. (2020) and Lambriex-Schmitz et al.’s (2020) Innovative Work Behavior Scale, the researcher examined the relationship between six internal domains of teachers’ professional identity and teachers’ innovative work behavior. Data were analyzed through the lens of Rogers’ (2003) Diffusion of Innovations Theory to determine which internal factors of teachers’ professional identity most influence participants category of innovation adoption as set forth by Rogers (2003). Upon gaining consent from school leadership, this study surveyed 1275 teachers from 20 Private Catholic schools from Lasallian Districts within the United States. The research outcomes of this study provide insight into ways educational leadership can streamline the diffusion of innovations in educational organizations to meet the needs of both teachers and students in the 21st century. Understanding teacher identity in relationship to teacher innovative work behavior will assist the leadership decision making processes relating to policy and technological change fostering a higher success rate of both teacher participation and student achievement."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Cultivating innovation: An exploration of teacher professional identity and innovative work behavior in private catholic schools"]}]}],"canonical_facts":{"dc:contributor":["Cope, Bill","Kalantzis, Mary","You, Yu-Ling","Span, Christopher"],"dc:creator":["Lewyckyj, Joshua William"],"dc:date":["2022-04-29T21:34:45Z","2021-12","2021-12-02"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Joshua Lewyckyj, accepted the attached license on 2021-12-01 at 11:29.","The student, Joshua Lewyckyj, submitted this Dissertation for approval on 2021-12-01 at 12:30.","This Dissertation was approved for publication on 2021-12-02 at 15:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17330 on 2022-04-06 at 17:10:32","Made available in DSpace on 2022-04-29T21:34:45Z (GMT). No. of bitstreams: 3 LEWYCKYJ-DISSERTATION-2021.pdf: 5843853 bytes, checksum: 45df40e4af6417f5ff0fefed4ff9454e (MD5) LICENSE.txt: 4212 bytes, checksum: 126e247e5b9b7cc7e44273eff1ad1652 (MD5) PROQUEST_LICENSE.txt: 4558 bytes, checksum: 9000caf2a425c9d877069befba49e33b (MD5) Previous issue date: 2021-12-02","This doctoral dissertation examines the relationship between teacher’s professional identity and innovative work behavior in 21st century Private Catholic schools. This mixed-methods study uses a quantitative validation model which includes scale items measured on a 4-point Likert scale as well as open-ended survey questions which serve as qualitative data to support, negate, verify, and/or further explain quantitative data collected. Using an adapted Teacher Professional Identity Scale derived from validated scales which measure each of the six domains of teacher professional identity that includes items from Geisel et al. (2001); Tschannen-Moran & Hoy, (2001); Hasinoff and Mandzuk (2005); Abu-Alruz and Khasawneh (2013)); Obunadike, (2013); Hanna et al. (2020) and Lambriex-Schmitz et al.’s (2020) Innovative Work Behavior Scale, the researcher examined the relationship between six internal domains of teachers’ professional identity and teachers’ innovative work behavior. Data were analyzed through the lens of Rogers’ (2003) Diffusion of Innovations Theory to determine which internal factors of teachers’ professional identity most influence participants category of innovation adoption as set forth by Rogers (2003). Upon gaining consent from school leadership, this study surveyed 1275 teachers from 20 Private Catholic schools from Lasallian Districts within the United States. The research outcomes of this study provide insight into ways educational leadership can streamline the diffusion of innovations in educational organizations to meet the needs of both teachers and students in the 21st century. Understanding teacher identity in relationship to teacher innovative work behavior will assist the leadership decision making processes relating to policy and technological change fostering a higher success rate of both teacher participation and student achievement."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113891"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Joshua W. Lewyckyj"],"dc:subject":["Education"],"dc:title":["Cultivating innovation: An exploration of teacher professional identity and innovative work behavior in private catholic schools"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}