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

Dong NGUYEN, Marcus PIETSCH, Sedat GUMUS

Research output: Contribution to journalArticlespeer-review

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. Copyright © 2021 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number103463
JournalTeaching and Teacher Education
Volume106
Early online dateJul 2021
DOIs
Publication statusPublished - Oct 2021

Citation

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

Keywords

  • Collaborative culture
  • Innovativeness
  • Multilevel structural equation modelling
  • Professional learning
  • Teacher autonomy
  • Teaching and learning international survey (TALIS)

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