Climate for Innovation in Support of Skill-Development Instructions in Higher Education

In a world of intensified competition, it is extremely essential for organizations to adopt change and embrace innovation. Effective and efficient processes and procedures are swiftly replacing traditional ways of doing things. The study aimed to determine the existence of climate for innovation and its influence on teachers’ observance of creativity and innovation in instruction was initiated. A correlational survey model was employed to collect data from thirty-five academic heads and teachers in a private higher education institution. Statistical treatments used included mean and Pearson Product-Moment Correlation. Results of study revealed that, despite of uncertainty in the existence of climate for innovation, teachers still exhibited creativity and innovation in their instructions. There is an exigency of inculcating creativity and innovation on their students. Climate for innovation is significantly related to teachers’ observance of creativity and innovation. To enhance climate for innovation, academic heads as school leaders should become aware of how to utilize their authority in order to achieve the desired innovative outcomes. They should value the potential of each individual teacher and assure the top management’s commitment to promote creativity and innovation.

Keywords: Climate for Innovation, Creativity, Innovative Behavior, Resource Supply