The Perceptions of New Generation Specialists towards Innovative Pedagogy, Their Professional and Digital Competencies, and Burnout Levels

Abstract

With the increasing integration of artificial intelligence in education, understanding how teachers’ innovative behaviors shape their digital competence and well-being has become a critical yet underexplored area in teacher development research. The purpose of this study is to examine the effects of innovative behaviors of new teachers (≤5 years) on digital competence, burnout, and self-efficacy, as well as the mediating roles of burnout and teacher self-efficacy. Building on findings from a foresight session in the Atyrau region of Kazakhstan, where experts emphasized the personalization of learning through artificial intelligence, the study used a correlational survey model with 269 new teachers. Data were collected with the Scales of Innovative Work Behavior, Digital Competence, Burnout, and Teacher Self-Efficacy and analyzed using PROCESS macro version 4.2 for SPSS with Model 6. Innovative behavior was treated as the independent variable, digital competence as the dependent variable, and burnout and self-efficacy as sequential mediators. Results indicate that innovative behavior has a direct positive effect on digital competence; however, when burnout and self-efficacy are included, the effect becomes fully mediated. Specifically, teacher self-efficacy mediates positively, while burnout mediates negatively. Thus, strengthening teachers’ self-efficacy and reducing burnout are essential for enhancing digital competence. The study suggests further research in different cultural contexts and emphasizes supporting innovative pedagogy through self-efficacy-based workshops, digital innovation activities, and structured mentoring systems.