The role of cognitive flexibility and self-leadership in explaining teachers' levels of organizational innovation

The aim of this research is to determine how much the cognitive flexibility and self-management abilities of teachers in public and private schools explain the level of innovation in the school. The research was carried out with the participation of 310 teachers working in Rize in 2022. The relational scanning model was used. Personal information form, cognitive flexibility scale, self-leadership (short form) scale and innovative school scale were used for the research. The research findings found that the innovative school perception was related to the concepts of self-leadership and cognitive flexibility. In addition, a significant relationship was found between teachers' age, marital status, seniority, school type variables and their innovativeness perceptions. The results were discussed within the framework of the literature and suggestions were made. Keywords: Teacher, innovation, cognitive flexibility, self-leadership.