What makes a difference in teacher innovativeness? Evidence from the TALIS 2018 US teacher data

Author:

Xia JiangangORCID,O'Shea Cailen

Abstract

PurposeThis study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.Design/methodology/approachThe data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.FindingsWe found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.Originality/valueThis study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

Publisher

Emerald

Reference49 articles.

1. A structural equation modelling of factors affecting the prospective teachers' innovativeness level;International Journal of Contemporary Educational Research,2022

2. Teaching and learning international survey (TALIS) 2018 conceptual framework,2018

3. School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction;Journal of Educational Psychology,2021

4. Gender and attitudes toward technology use: a meta-analysis;Computers and Education,2017

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