Examining the relationship between teachers' innovative pedagogical practices and their characteristics of being designer teacher

This research examined the relationship between teachers' innovative pedaggogical practices and their characteristics of being a designer teacher. The research was conducted using the relational survey model, one of the quantitative survey methods. The universe consisted of 4873 teachers working in the city center and districts of Siirt in the 2023-2024 academic year. The sample were 407 teachers from 25 different branches who participated in the research using the random sampling method. The "Innovative Pedagogy Practices Scale" and the "Designer Teacher Scale" were used as data collection tools. The data were analyzed using the SPSS package program. As a result of the research, it was determined that there was a high level between teachers' innovative pedagogy practices and being a designer; Designer teacher skills of the participants significantly predicted innovative pedagogy scores and explained 69% of the change in innovative pedagogy scores. In addition, as a result of the multiple linear regression analysis, it was determined that the sub-dimensions of the designer teacher scale explained approximately 74% of the variance in teachers' innovative pedagogy scores. When the significance of the regression coefficients of each variable was examined, it was determined that the design, implementation, digital competence, and professional development sub-dimensions were significant predictors of teachers' innovative pedagogy scores in order of importance. At the same time, the leadership sub-dimension was not a significant predictor.