Predictive Influence of Psychological Capital, Cognitive Flexibility, and Career Adaptabilities on Learning Agility of Pre-Service Teachers

Description

DOI: https://doi.org/10.5281/zenodo.21868661

Bharathi T. and R. Nithya (Department of Psychology, Bharathiar University, Coimbatore, Tamil Nadu)

In the 21st century, rapid changes like higher expectations from parents in teaching methods, student competencies, students’ behavioural changes and educational demands require teachers to continuously update their skills and be flexible to overcome in uncertain situations. Despite the growing importance of learning agility in organizational settings, limited empirical research has examined these psychological predictors in teacher education (Yazıcı & Özgenel, 2024). Therefore, this quantitative predictive correlational research design with purposive sampling investigated the predictive influence of Psychological Capital, Cognitive Flexibility and Career Adapt-Abilities on the Learning Agility of 203 pre-service teachers. Simple random sampling was employed. The tools used were the Learning Agility Scale by Alkan and Sevim (2022), the Career Adapt-Abilities Scale by Pal and Jena (2022), the Psychological Capital Questionnaire by Matos and De Andrade (2021) and the Cognitive Flexibility Inventory by Dennis and Vander Wal (2010). Through Multiple linear regression analysis, the results show that Psychological Capital, Cognitive Flexibility, and Career Adaptabilities emerged as significant positive predictors, together accounting for 56% of the variance of Learning Agility among pre-service teachers. Psychological resources act as a crucial factor for enhancing teacher learning agility to meet 21st-century educational demands.