Our study aims to develop and validate a multidimensional Innovative Work Behaviour instrument to measure teachers IWB. Current IWB conceptualizations and operationalizations need further attention. Existing measurements miss empirical evidence of the construct validity and moreover do not include a sustainability dimension. Based on a thorough and comprehensive conceptualization of IWB, we first adapted and extended the items of previously used instruments and developed items for a sustainability dimension. Second, we tested the construct validity of this newly developed multi-dimensional IWB instrument in a Dutch context, using Rasch techniques and Confirmatory Factor Analysis (CFA). The psychometric characteristics were examined in a sample of teachers working in vocational education (N = 440). The results revealed five dimensions of IWB, namely Opportunity Exploration, Idea Generation, Idea Promotion, Idea Realization (differentiated in two sub-dimensions: Criterion-based implementation and learning-based communication) and Idea sustainability (differentiated in two sub-dimensions: External dissemination and internal embedding). The dimensions were reliably measured (α .84- .94) using 44 items. This new instrument, which builds on recent conceptualizations of IWB as well as on the pivotal innovation models of West and Farr (1989) and Fullan (2007), offers for an international group of researchers a conceptually sound and valid tool to validate explanatory models of innovative teacher behaviour. For practitioners in the domain of educational innovation, it offers the opportunity to diagnose, in a sound way, the extent of the necessary conditions of teachers IWB for an educational innovation to succeed.

中文翻译：

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迈向成功的教育创新：多维创新工作行为工具的开发和验证

我们的研究旨在开发和验证用于衡量教师IWB的多维创新工作行为工具。当前的IWB概念化和操作性需要进一步关注。现有的测量结果缺少关于结构有效性的经验证据，而且不包括可持续性维度。在对IWB进行全面彻底的概念化的基础上，我们首先对先前使用的工具进行了调整和扩展，并为可持续性维度开发了项目。其次，我们使用Rasch技术和验证性因子分析（CFA）在荷兰语环境下测试了这种新开发的多维IWB仪器的结构有效性。在接受职业教育的教师样本中检查了心理特征（N = 440）。结果揭示了IWB的五个方面，即机会探索，想法生成，想法促进，想法实现（分为两个子维度：基于标准的实施和基于学习的交流）和想法可持续性（分为两个子维度：外部传播和内部嵌入）。使用44个项目可靠地测量了尺寸（α.84- .94）。这一新工具建立在IWB的最新概念化以及West and Farr（1989）和Fullan（2007）的关键创新模型的基础上，为国际研究人员提供了一种在概念上合理有效的工具来验证创新的教师行为。对于教育创新领域的从业人员，它提供了以合理的方式诊断的机会，