摘要：In this paper we investigate whether and to what extent teachers’ values function as internal motives that shape their involvement with innovation and Innovative Programs. Linking Amabile’s theoretical schema with Super’s concept of work values, our aim is to detect the features of this shaping. The research has a dual aim: on the one hand to examine the extent to which teachers are receptive to innovation and Innovative Programs and on the other, to analyze the role played in this by work and educational values. From our research it emerged that the more the teachers are governed by the values of offering something, autonomy and sociocentric relationships with colleagues, the more likely is their involvement with educational innovation.
