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This systematic literature review investigates the relationship between Teacher Innovative Behaviour (TIB) and Innovative Work Behaviour (IWB) within the context of TVET teacher development in Malaysia. While IWB was initially rooted in industrial and organizational psychology, its application has increasingly extended into educational settings, creating conceptual intersections with TIB. Guided by the PRISMA protocol and using the SPIDER framework, a total of 10 peer-reviewed articles published between 2010 and 2025 were systematically identified, screened, and analysed. The findings reveal that although TIB and IWB differ in origin and contextual focus, both share essential elements such as proactiveness, creativity, and adaptability. The synthesis also indicates that IWB can offer valuable insights into teacher development, especially when aligned with the demands of innovation in TVET, despite not being originally designed for educators. This review underscores the need for a more integrated conceptual framework that unites TIB and IWB, thus calls for further empirical research to examine its applicability in local TVET contexts, particularly through longitudinal and intervention- based studies.
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