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

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