Purpose

This study explores the factors that explain the adoption of innovative teaching practices within schools and how this is determined by the different perceptions of principals and teachers.

Design/methodology/approach

The authors use the self-other agreement to measure the difference between the principal and teachers' rating based on the responses of 255 principals and 10,415 teachers, applying polynomial regression with surface analysis to examine the in-agreement/disagreement of self- and other-ratings.

Findings

Results indicate that schools where principals and teachers agree on the level of collaborative culture, learning climate, professional development and instructional leadership are associated with higher innovative teaching practices, creating opportunities for stimulating learning environments. In addition, the adoption of innovative professional practices is more likely to result when there is disagreement with teacher over-rating the factors.

Practical implications

It has practical implications for developing strategies aimed at encouraging the implementation of innovative teaching practices among teachers and it extends the research on teachers' professional practices by using self-other agreement data collection method and surface analysis.

Originality/value

The vast collection of data provide a unique investigation opportunity of the effects of collaborative culture, learning climate, professional development and instructional leadership on innovative teaching in Italy.

中文翻译：

---

教育领导力和创新教学实践：多项式回归和响应面分析

目的

这项研究探讨了解释学校采用创新性教学实践的因素，以及如何根据校长和老师的不同看法来决定这种创新的因素。

设计/方法/方法

作者根据255名校长和10,415名教师的回答，使用自我-他人协议来衡量校长与教师评级之间的差异，并应用多项式回归和表面分析来检验自我和其他人的同意/不同意。收视率。

发现

结果表明，校长和老师在协作文化，学习氛围，专业发展和教学领导水平上达成共识的学校与更高的创新教学实践相关联，为刺激学习环境创造了机会。此外，如果教师对这些因素的评价过高，则更有可能采用创新的专业做法。

实际影响

它对制定旨在鼓励教师实施创新性教学实践的策略具有实际意义，并且它通过使用自我-其他协议数据收集方法和表面分析来扩展对教师专业实践的研究。

创意/价值

大量的数据为协作文化，学习氛围，专业发展和教学领导对意大利创新教学的影响提供了独特的调查机会。