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In this research, exploring the individual innovativeness levels of  high school teachers  is aimed.  The research is designed as a descriptive survey and the sample of the research included 320 teachers working in 19 high schools in  Şanliurfa, Turkey.    To collect data, translated form of “Individual Innovativeness” scale which is developed by Hurt, Joseph and Cook (1977) was used . Data of the research were analysed using such  descriptive analysis as percentage, frequency, mean, standart deviation, t-test and one-way ANOVA. As a result of the study, the individual innovativeness category of the teachers was found as  the “early-majority”.   While the teachers’ opinions about their individual innovativeness showe no significant differences in terms of their genders, their opinions differed significantly according to  their ages and the high school type they work in. Accordingly, young teachers and teachers working in science high schools were found to have higher individual innovation scores than older teachers and teachers working in Anatolian and vocational high schools. Accordingly, in order to make the teachers more innovative, it’s a must to abolish bureaucratic, organizatioanal and individual impediments; to encourage teachers to take risks. Extended English summary is in the end of  Full Text  PDF (TURKISH)  file . Ozet Bu calismada lise ogretmenlerinin bireysel yenilikcilik duzeylerinin tespit edilmesi amaclanmaktadir. Betimsel tarama modelinde tasarimlanan arastirmanin orneklemini Şanliurfa merkezde bulunan 19 okulda gorev yapan toplam 320 ogretmen olusturmaktadir.    Arastirmada ogretmenlerin bireysel yenilikcilik duzeylerini olcmek icin Hurt, Joseph ve Cook (1977) tarafindan gelistirilen “Bireysel Yenilikcilik Olcegi’nin” Turkce formu kullanilmistir ve bu form  Kilicer ve Odabasi (2010) tarafindan gelistirilmistir. Arastirma verilerinin analizinde betimleyici istatistikler kullanilmis ve bu kapsamda   ortalama, frekans, yuzde, standart sapma,  t-testi ve tek faktorlu varyans analizi (one-way ANOVA) gibi analizlere yer verilmistir.  Arastirma sonuclarina gore, ogretmenlerin bireysel yenilikcilik duzeyleri  orta duzeyde; yenilikcilik kategorileri ise  “sorgulayici”  kategorisindedir.  Ogretmenlerin bireysel yenilikcilik ozellikleri cinsiyetlerine gore anlamli bir bicimde degismezken; yas ve gorev yapilan lise turu degiskenleri bakimindan anlamli farklar gostermektedir. Bu dogrultuda, genc ogretmenlerin ve fen liselerinde gorev yapan ogretmenlerin bireysel yenilikcilik duzeyleri ileri yaslarda olan ve diger liselerde (Anadolu ve Meslek liseleri) calisan ogretmenlere gore daha yuksek bulunmustur.  Bu dogrultuda, ogretmenleri daha yenilikci kilmak icin mevcut burokratik, orgutsel ve bireysel engellerin ortadan kaldirilmasi, ogretmenlerin yeni uygulamalari denemeye, risk almaya, isbirligi yapmaya, yaratici fikirlerini ifade etmeye ve paylasmaya  tesvik edilmesi  gerekmektedir. Calismanin genellenebilirligini arttirmak icin  calismanin  farkli egitim kademelerini de icerecek bicimde genisletilmesi, orneklem sayisinin arttirilmasi saglanabilir.

journal of human sciences

An investigation of individual innovativeness characteristics of high school teachers according to certain variables&lt;p&gt;Lise öğretmenlerinin bireysel yenilikçilik özelliklerinin çeşitli değişkenlere göre incelenmesi