KNOWLEDGE ON PERSONALITY TRAITS OF TEACHERS AS FACILITATOR OF EDUCATIONAL INNOVATION: THE STATE OF THE ART

The educational innovation is a set of processes whose main is to aim improve the teaching-learning process. Thus, schools seek to change actions directed to improve and give quality. However, this is generally not an easy task, but there are several barriers to educational innovation, although there are facilitators as well. Therefore, referring to the latter, the key may be located in determining what and how to handle them. Specifically, some authors advocate a number of elements in order to improve innovation processes within schools. But despite that, the scientific literature does not address systematically the influence of personality traits and organizational practices in innovative teachers. So, the main aim of this paper is to show the state of the art about how knowledge about personality traits may act as facilitators of educational innovation. Thus, if a member of the educational community (whether teacher, counselor, etc.) knows what their peers and himself, as to personal characteristics are concerned, probably favoring the management of certain processes of change aimed at educational improvement. Specifically, within these individual characteristics, personality traits are the most studied, but they also include aspects such as self-concept, attributional processes, esteem, etc.