Efstathios Xafakos, Stavroula Kaldi, Aikaterini Vassiou, Vasileios Stavropoulos, Lampros Papadimas, Anastassios Maratos, Alexia Stavrianoudaki, Vassiliki Tzika, Konstantinos Mastrothanasis


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

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