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

本文通过综合专业学习研究了教师课堂自主性和学校文化对集体教师创新的影响。本次考试利用多层次结构方程建模方法对从 48 个经合组织国家的 15672 所学校的 241426 名教师收集的 TALIS 数据集 2018 进行分析。文章强调了增强教师课堂自主意识和协作学校文化对促进教师集体创新的重要性。这表明协作文化会鼓励教师参与综合专业学习活动，集体参与专业学习会提高教师的集体创新能力。