Teachers and innovative approaches in Spanish secondary education schools

Abstract

Innovative teaching approaches are not usual in Spanish secondary schools. We explored which characteristics of teachers and the schools where they teach are associated with the use of innovative approaches. We used data from the questionnaires answered by 4574 Spanish teachers in the latest edition of TALIS (Teaching and Learning International Study) and by the head teachers of their schools. Using hierarchical linear models, we identified variables at the teachers level and at the school one that contribute significantly to explain the use of innovative approaches. The results indicate that teachers are more relevant than the institutions where they teach. The use of innovative approaches is associated with teacher-perceived self-efficacy, clarity in teaching planning, collaboration with other teachers, social responsibility as a motivation to become a teacher, and involvement in professional development activities. Their presence decrease as the years of experience increase, and it is more common in schools with curricular autonomy. These results suggest implications for education policies, pointing out ways that may favor the sustained presence of teaching innovative approaches in compulsory secondary education.