Abstract:
Teachers’ innovation is the core of teachers’ professional qualities. Organization for Economic Cooperation and Development has launched the Teaching and Learning International Survey, in which teachers’ innovation includes preparedness for innovation, willingness to innovate, and innovative teaching practice. Based on the data from TALIS 2018 survey in Shanghai, the study investigates the extent and influencing factors of teachers’ innovation by means of descriptive statistics, single factor analysis of variance, and stratification regression analysis. The results show that teachers’ willingness to innovate is better, but preparedness for innovation and innovative teaching practice is insufficient. Teachers of different age and teaching age have different levels in the three aspects of innovation. The innovation preparation and willingness of Chinese, maths, foreign language and science teachers have difference with significance. Teachers who first choose as a career in teaching are more willing to innovate than the other teachers. Engagements in collaborative activities, participating in professional development activities and job satisfaction have remarkable positive influence on the three aspects of innovation. School climate shows obviously regulating effect on the influence of the above three factors on teachers’ innovative preparation and innovative practice. Therefore, the research proposes specific measures to enhance teachers’ innovation. First, specialized teachers with longer teaching experience should be encouraged to take an active part in mentoring. Second, strengthening the toplevel planning for professional development activities to develop teachers’ advanced teaching skills. Finally, the effective school climate should be created，which is democratic, cooperative and open.
