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Collective teacher innovativeness in 48 countries: effects of teacher autonomy, collaborative culture, and professional learning

Nguyen, D. , Pietsch, M. and Gümüş, S. (2021) Collective teacher innovativeness in 48 countries: effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106, 103463. (doi: 10.1016/j.tate.2021.103463)

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Abstract

The current article examines the effects of teacher classroom autonomy and school culture on collective teacher innovativeness, through integrated professional learning. This examination draws upon an analysis of TALIS dataset 2018 gathered from 241 426 teachers of 15 672 schools in 48 OECD countries, using a multilevel structural equation modelling approach. The article underscores the importance of enhancing teachers' sense of classroom autonomy and collaborative school culture to promote collective teacher innovativeness. It suggests that a collaborative culture would encourage teachers to participate in integrated professional learning activities, and that collective participation in professional learning would enhance teachers’ collective innovativeness.

Item Type:Articles
Keywords:Collaborative culture, innovativeness, multilevel structural equation modelling, professional learning, teacher autonomy, teaching and learning international survey (TALIS).
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Nguyen, Dr Dong
Authors: Nguyen, D., Pietsch, M., and Gümüş, S.
College/School:College of Social Sciences > School of Education > Educational Leadership & Policy
College of Social Sciences > School of Education > Professional Learning and Leadership
Journal Name:Teaching and Teacher Education
Publisher:Elsevier
ISSN:0742-051X
ISSN (Online):1879-2480
Published Online:22 July 2021
Copyright Holders:Copyright © 2021 Elsevier Ltd.
First Published:First published in Teaching and Teacher Education 106: 103463
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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