The Role of Organizational Agility and Organizational Climate in Innovative Behaviors of Teachers in Virtual Education

The present study aimed to determine the relationship between organizational agility and organizational climate with the innovative behaviors of teachers in virtual education. The research method was descriptive correlational. The statistical population included all teachers in Mahalat city during the academic year 2023-2024 (700 individuals). A sample size of 248 was calculated using Cochran's formula and selected through random sampling. The instruments used in the study included the Counter Innovative Behavior Questionnaire, Sharifi and Zhang's Organizational Agility Questionnaire, and Halpin and Croft's Organizational Climate Questionnaire. Data analysis was conducted using SPSS version 26. The results of multiple regression analysis indicated that approximately 39% of the variance in innovative behaviors could be predicted by components of organizational agility (flexibility, speed, responsiveness, and competence) and components of organizational climate (inclusive behavior, unsuccessful behavior, cordial behavior, supportive behavior, and directive behavior). Flexibility and speed had a significant positive relationship with innovative behaviors, while responsiveness and competence showed no significant relationship. Inclusive behavior, unsuccessful behavior, cordial behavior, and directive behavior had a significant positive relationship with innovative behaviors. Supportive behavior did not have a significant relationship with innovative behaviors. Among the variables studied, unsuccessful behavior ranked first in predicting innovative behaviors.