THE EFFECT OF TEACHERS’ COLLABORATIVE NETWORKS ON INNOVATIVE SCHOOL CLIMATE AND THEIR INDIVIDUAL INNOVATIVENESS

Authors

  • Efstathios Xafakos PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
  • Stavroula Kaldi Professor, Department of Primary Education, University of Thessaly, Volos, Greece
  • Aikaterini Vassiou PhD, Department of Primary Education, University of Western Macedonia, Greece
  • Vasileios Stavropoulos PhD, Department of Primary Education, University of Thessaly, Volos, Greece
  • Lampros Papadimas PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
  • Anastassios Maratos PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
  • Alexia Stavrianoudaki PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
  • Vassiliki Tzika PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
  • Konstantinos Mastrothanasis PhDc, Department of Primary Education, University of Aegean, Rhodes, Greece

DOI:

https://doi.org/10.46827/ejes.v7i11.3347

Keywords:

in-service collaborative teachers' networks, perceived individual innovativeness, innovative school climate, Greek primary schools

Abstract

The main purpose of the study is to investigate the possible effect of school teachers’ collaborative networks on their individual innovativeness and the innovative school climate. In addition, 174 Greek primary school teachers’ views were explored about their collaboration networks (three collaboration types), their perceived individual innovativeness, the possible existence of innovative school climate, and the support they received in order to promote and/or produce new ideas and practices. Results showed that most of the participant school teachers belong to two categories of the five in the individual innovativeness scale, the early adopters and the early majority, although 20% belongs to innovators. Teachers’ collaboration network types affect innovative school climate and their individual innovativeness, but there were not found correlation between innovative school climate and perceived teachers’ innovativeness. However, collaborative networks within school have a higher effect on teachers’ innovativeness, and innovative school climate can be predicted by the network within school and among schools, as well as by the support that school teachers receive.

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Author Biographies

  • Efstathios Xafakos, PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
    Efstathios Xafakos is a primary school teacher and a PhD Candidate Researcher in Organization and Administration of Education at the department of Primary Education, University of Thessaly, Greece.
  • Stavroula Kaldi, Professor, Department of Primary Education, University of Thessaly, Volos, Greece
    Dr. Stavroula Kaldi is a Professor in Pedagogy and Instruction in the Department of Primary Education at the University of Thessaly, Greece. She has extensive experience in teaching and research in higher education in Greece. Her research interests include project-based learning, co-operative learning, intercultural education, teacher education and teacher professional development.
  • Aikaterini Vassiou, PhD, Department of Primary Education, University of Western Macedonia, Greece
    Aikaterini Vassiou has a PhD in Educational Psychology and a Post Doc in School Psychology and Counseling. She belongs in academic staff in the Department of Primary Education at the University of Western Macedonia, Greece.
  • Vasileios Stavropoulos, PhD, Department of Primary Education, University of Thessaly, Volos, Greece
    Vasileios Stavropoulos, M.Ed., M.Sc., holds a PhD in Educational Administration and Research Methodology. He has an 18-year experience as primary education teacher, seven of them as vice-principal, principal and teachers’ district coordinator. He is a tutor at pre-service teachers’ training and postgraduate courses.
  • Lampros Papadimas, PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
    Lampros Papadimas is a primary school teacher and a PhD candidate in Theory and Didactics of History (University of Thessaly). He studied Pedagogy (BA), Educational Administration and Management (Med) in University of Thessaly. He also made several presentations at conferences, on thematic aspects relevant to (a) educational history, (b) didactics of history, (c) curriculum, (d) school climate.
  • Anastassios Maratos, PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
    Anastassios Maratos is a primary and high school teacher. He has a B.A. degree in the Department of Philosophy of the University of Ioannina, a B.A. degree in the Department of Primary Education of Thessaly, a M.Sc. in Educational Administration and Management and he is currently a PhD student in Educational Administration and Management.
  • Alexia Stavrianoudaki, PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
    Vassiliki Tzika is a PhD Candidate Researcher in the Department of Primary Education at the University of Thessaly, Greece and a primary school teacher. Her research interests focus upon cross-curricular skills, life-long learning, project-based learning, co-operative learning, student voice and teaching writing texts.
  • Vassiliki Tzika, PhDc, Department of Primary Education, University of Thessaly, Volos, Greece
    Alexia Stavrianoudaki is a PhD candidate researcher in the Pedagogical Department of Primary Education at the University of Thessaly and a primary school teacher. Her main research interest lies in the field of history and in particular the use of inquiry- based learning (IBL) in class.
  • Konstantinos Mastrothanasis, PhDc, Department of Primary Education, University of Aegean, Rhodes, Greece
    Konstantinos Mastrothanasis is a PhD Candidate in the Department of Primary Education of the University of the Aegean. He serves as a primary school teacher as well as a scientific associate of the School of Pedagogical and Technological Education (ASPETE) and the National and Kapodistrian University of Athens.

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Published

2020-10-01

Issue

Vol. 7 No. 11 (2020)

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