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The goal of the research presented in this paper was to determine and analyze the structure of grouping the pre-service primary and preschool teachers into the categories of adaptors, innovators, and the so-called “bridgers” according to KAI model, and to examine the relation of expression dimensions of innovation/adaptivity to the relevant characteristics of the respondents. Teachers at all levels of education must possess an entrepreneurial mindset, be open to innovations and new ideas and skills to support the innovation and creativity of students, but also to know how to work within the framework of the set standards. KAI theory (Kirton Adaption-Innovation Theory) states that people differ in their approach to problem solving, decision-making, and attitudes towards changes. This theory argues that these differences are the consequence of the innate characteristics of every individual. According to Kirton, each individual will have his/her own position somewhere on the scale between efficient, rigid adaptors and undisciplined and massive innovators. The author believes that adaptors tend to do things in a better way, while innovators tend to do their work in a different way. The study included 204 students pre-service primary and preschool teachers. A standardized KAI (Kirton Adaption-Innovation Inventory KAI) was an instrument used for data collection. The KAI scale consists of 32 items that measure the individual style of problem

Future primary and preschool teachers between a tendency to adjust and a tendency to innovate