PurposeThis 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/approachThe 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.FindingsResults 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 implicationsIt 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/valueThe 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.
Creating a Collaborative Culture in a Multidimensional Organization