| Abstrakt: |
Teachers’ teaching behaviors are often at the center of reflections on how educational reforms and school improvement efforts affect school outcomes. For this reason, studies by educational scholars need to determine that the variables affecting teachers’ classroom instructional practices remain up to date. In this study, we aimed to scrutinize team innovativeness’s effect on teachers’ instructional practices through the mediating power of the teachers’ professional practices (exchange and coordination among teachers-professional collaboration in lessons among teachers). In this study, data collected from 3083 teachers working in secondary schools participating in the International Teaching and Learning Survey (TALIS), conducted by in 2018, were used. Confirmatory factor analysis and structural equation modeling were used to examine the relationship between teachers’ team innovativeness, professional practices, and instructional practice scores obtained from the data. The results revealed that team innovativeness supports teachers’ professional practices, and such professional practices have a small impact on teachers’ instructional practices. Another result showed that teachers’ professional practices mediated the relationship between team innovativeness and teachers’ instructional practices. This study establishes a link between teachers’ instructional practices and team innovativeness, which has not been extensively researched in countries with a centralized and rigidly bureaucratic educational system. In this context, it is recommended that policymakers and school principals develop practices to support teachers’ team innovativeness. [ABSTRACT FROM AUTHOR] |
