Author(s): Nor Fauziana Ibrahim, Norida Abdullah, Sabri Mohamad Sharif, Hasan Saleh
This paper explores the theoretical review of innovative work behaviour in educational institutions by reviewing the literature related to well-being. Previous studies on innovative work behaviour highlighted that teaching profession has not kept up with the pace of the changing environment and teachers are not sufficiently innovative despite innovation is the key benchmark to aspire the nation to be more creative and remain competitive. Referring to the World Economic Forum (2016), the rapidly shifting labour markets need skills and expertise that are often lacking from educational programmes. Therefore, the need for education innovations depends heavily on how teachers apply these innovations. The literature has demonstrated that the well-being of educators is significantly associated with innovative work behaviour in educational institutions. According to news and social science experts, teaching is an inherently stressful profession, with levels of stress rising worldwide for educators. Since perceptions of stress and well-being are essential to their ability to teach well. It is surprising that very little attention has been paid to this issue. Referring to the viewpoint of social exchange theory proposed by Cropanzano, Anthony, Daniels & Hall (2017), this conceptual paper discusses the roles of well-being and innovative work behaviour among educators in public education institutions. The main objective of this paper is to create a new conceptual framework to understand the influence of well-being by underpinning the multidimensional PERMA model on innovative work behaviour among educators.