School Innovativeness Is Associated with Enhanced Teacher Collaboration, Innovative Classroom Practices, and Job Satisfaction

Autor/inn/en	Blömeke, Sigrid; Nilsen, Trude; Scherer, Ronny
Titel	School Innovativeness Is Associated with Enhanced Teacher Collaboration, Innovative Classroom Practices, and Job Satisfaction
Quelle	In: Journal of Educational Psychology, 113 (2021) 8, S.1645-1667 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blömeke, Sigrid) ORCID (Nilsen, Trude) ORCID (Scherer, Ronny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000668
Schlagwörter	Instructional Innovation; Teacher Collaboration; Teacher Attitudes; Teacher Surveys; Administrator Surveys; Educational Innovation; Social Change; School Effectiveness; Institutional Characteristics; Educational Change; Context Effect; Cross Cultural Studies; Job Satisfaction; Correlation; Teaching Methods; Outcomes of Education; Faculty Development; Diversity; Educational Practices; Cultural Traits; Individualism; Collectivism; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; Lehrerkooperation; Lehrerverhalten; Instructional innovation; Sozialer Wandel; Schuleffizienz; Bildungsreform; Cultural comparison; Kulturvergleich; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Bildungspraxis; Individualismus
Abstract	School innovativeness has become a crucial criterion for the long-term success of education systems in terms of their adaptability to societal changes. We examined the relations among school innovativeness--measured by teachers' perceptions to what extent the climate at their school is open for innovation and change--and key outcomes at the teacher and school level, including contextual effects. Large-scale data from the 48 countries participating in the Teaching and Learning International Survey (TALIS) 2018 (N = 154,959) were utilized. To quantify effects and explain possible between-country variation, we performed multilevel structural equation modeling and meta-analyses. The data supported the hypothesis that more innovative schools delivered better outcomes in terms of teacher collaboration and exchange, job satisfaction, cognitive activation of students, and innovative teaching practices. The strength of relations varied by outcome and country. Contextual effects of school innovativeness existed for job satisfaction, teaching practices, and exchange among teachers. The data revealed that effects involving teacher collaboration and exchange as well as job satisfaction were more homogeneous across countries than those involving cognitive activation and innovative teaching practices. As hypothesized, teachers' prior opportunities-to-learn how to teach cross-curricular skills, how to use information and communication technology (ICT), and how to handle diversity were directly related to the outcomes and indirectly via school innovativeness, thus confirming a mediating role of the latter. The data supported the hypothesis that country patterns could be explained by countries' cultural orientation (individualism vs. collectivism), yet not their economic status. We discuss implications for educational policy making and teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01