Özet:

In this study, the class teachers’ attitudes towards individual innovation and learning are studied in terms of various variables and the relationship between these variables is looked at. This research is designed in the relational scanning model. The sample of the study is made up of class teachers working in the central district of Malatya in the first period of the 2019-2020 educational year. The research data was collected using the "Individual Innovation Scale" and the "Study Attitude Scale". The study found that class teachers have high levels of experience openness in terms of their individual innovation characteristics; their levels of change resistance, leadership and risk-taking are medium and in general remain within the limits of the “questioning” category. The individual innovation characteristics of teachers are not statistically significantly differentiated in all sub-dimensions of the scale in terms of gender and graduated school variables, but in terms of professional advance, there is a differentiation in some dimensions of the scale and in some teaching groups. Class teachers’ learning orientation scores have shown that the effort to learn is high for the low dimension, high for the low dimension, high for the low dimension, and low for the low dimension of the avoidance of learning; significant differences have been determined in terms of the graduated faculty and professional advance. Finally, there has been a positive and meaningful relationship between class teachers’ individual innovation characteristics and their learning attitude points, and there are various recommendations in this direction. Keywords: Individual innovation; Learning; Attitude; Teacher; Innovation characteristics.