Educational innovation improves teacher development and student outcomes, so generating the conditions for innovation capacity is critical for ensuring the effectiveness of school change. The present work has two objectives: The first is to analyze the relationship between collaborative climate and educational innovation capacity, and the second is to assess the mediation effect of an open culture on that relationship. A questionnaire was used to collect data from a sample of 221 teachers from 17 secondary schools in Spain. The hypotheses were tested through structural modeling and were positively confirmed: a collaborative climate is related to innovation capacity, and an open culture mediates the relationship between climate and innovation capacity. Teachers should be supported by developing an environment favorable to innovation, because a collaborative climate allows problems to be faced effectively. Values that support open behavior should be cultivated to develop an open culture.
AdamikA.NowickiM.SzymańskaK. (2018). Openness to co-creation as a method of reducing the complexity of the environment and dynamizing companies’ competitive advantages. Management & Marketing, 13(2), 880–896.
2.
Alcañiz-ColomerJ.MoyaM. (2024). Educational level and social attitudes: Unraveling patterns and methodological considerations. Psychology, Society and Education, 16(2), 21–31.
3.
AldridgeJ.Ala’IK. (2013). Assessing students’ views of school climate: Developing and validating the what’s happening in this school? (WHITS) questionnaire. Improving Schools, 16(1), 47–66.
4.
AlharbiI. B.JamilR.MahmoodN. H. N.ShaharounA. M. (2022). Exploring the relationships between organizational culture, management control system and organizational innovation. Global Business Review, 23(3), 662–675.
5.
BakkenesI.VermuntJ. D.WubbelsT. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548.
6.
BarclayD.HigginsC.ThompsonR. (1995). The partial least squares (PLS) approach to causal modeling: Personal computer adoption and use as an illustration. Technology Studies, 2(2), 285–309.
7.
BerraiesS. (2020). Effect of middle managers’ cultural intelligence on firms’ innovation performance: Knowledge sharing as mediator and collaborative climate as moderator. Personnel Review, 49(4), 1015–1038.
8.
BickmoreD. L.BickmoreS. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26, 1006–1014.
9.
BjörkdahlJ.BörjessonS. (2011). Organizational climate and capabilities for innovation: A study of nine forest-based Nordic manufacturing firms. Scandinavian Journal of Forest Research, 26, 488–500.
10.
BlossingU. (2016). Practice among novice change agents in schools. Improving Schools, 19(1), 41–51.
11.
BoernerS.GebertD. (2005). Organizational culture and creative processes comparing German theater companies and scientific institutes. Nonprofit Management and Leadership, 16(2), 209–220.
12.
BolívarA. (2015). The comprehensive school in Spain: A review of its development cycle and crises. European Educational Research Journal, 14(3/4), 347–363.
13.
CannataM.ReddingC.NguyenT. D. (2019). Building student ownership and responsibility: Examining student outcomes from a research-practice partnership. Journal of Research on Educational Effectiveness, 12(3), 333–362.
14.
ChapmanC.AinscowM. (2019). Using research to promote equity within education systems: Possibilities and barriers. British Educational Research Journal, 45(5), 899–917.
15.
ChenS. C.HsiaoH. C.ShenC. H.ChouC. M.ChangJ. C. (2010). Validation of school organisational innovation assessment indicators for universities and institutes of technology. World Transactions on Engineering and Technology Education, 8(2), 225–230.
16.
ChinW. W.ThatcherJ. B.WrightR. T.SteelD. (2013). Controlling for common method variance in PLS analysis: The measured latent marker variable approach. In AbdiH.ChinW.Esposito VinziV.RussolilloG.TrincheraL. (Eds.), New Perspectives in partial least squares and related methods (Vol. 56, pp. 231–239). NY, Springer.
17.
ChiricoF.NordqvistM. (2010). Dynamic capabilities and trans-generational value creation in family firms: The role of organizational culture. International Small Business Journal, 28(5), 487–504.
18.
CivísM.Diaz-GibsonJ.LópezS.MoolenaarN. (2019). Collaborative and innovative climates in pre-service teacher programs: The role of social capital. International Journal of Educational Research, 98, 224–236.
19.
CoxE. (2012). Individual and organizational trust in a reciprocal peer coaching context. Academy of Management Journal, 20(3), 427–443.
20.
DamanpourF. (1991). Organizational innovation: A meta-analysis of effects of determinants and moderators. Academy of Management Journal, 34(3), 555–590.
21.
DeppelerJ.CorriganD.MacaulayL.AikensK. (2022). Innovation and risk in an innovative learning environment: A private public partnership in Australia. European Educational Research Journal, 21(4), 602–626.
22.
DonateM. J.GuadamillasF. (2011). Organizational factors to support knowledge management and innovation. Journal of Knowledge Management, 15(6), 890–914.
23.
DrosselK.EickelmannB.Schulz-ZanderR. (2017). Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective. European Educational Research Journal, 16(6), 781–799.
24.
ErikssonP. E.WesterbergM. (2011). Effects of cooperative procurement procedures on construction project performance: A conceptual framework. International Journal of Project Management, 29(2), 197–208.
25.
FelipeC. M.RoldánJ. L.Leal-RodríguezA. L. (2016). An explanatory and predictive model for organizational agility. Journal of Business Research, 69(10), 4624–4631.
26.
FixG. M.RikkerinkM.RitzenH. T. M.PietersJ. M.KuiperW. A. J. M. (2021). Learning within sustainable educational innovation: An analysis of teachers’ perceptions and leadership practice. Journal of Educational Change, 22, 131–145.
27.
FornellC.LarckerD. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
28.
ForsbergC.ChiriacE. H.ThornbergR. (2021). Exploring pupils’ perspectives on school climate. Educational Researcher, 63(4), 379–395.
29.
Fourati-JamoussiF.DuboisM. J. F.AgnèsM.LerouxV.SauvéeL. (2019). Sustainable development as a driver for educational innovation in engineering school: The case of UniLaSalle. European Journal of Engineering Education, 44(4), 570–588.
30.
FrankK. A.ZhaoY.BormanK. (2004). Social capital and the diffusion of innovations within organizations: The case of computer technology in schools. Sociology of Education, 77(2), 148–171.
31.
FreemanM. (2012). To adopt or not to adopt innovation: A case study of team-based learning. International Journal of Management in Education, 10(3), 155–168.
32.
FuchsP. H.MifflinK. E.MillerD.WhitneyJ. O. (2000). Strategic integration: Competing in the age of capabilities. California Management Review, 42(3), 118–147.
33.
GarmulewiczA.HolwegM.VeldhuisH.YangA. (2018). Disruptive technology as an enabler of the circular economy: What potential does 3D printing hold?California Management Review, 60(3), 112–132.
34.
GausselM.MacGregorS.BrownC.Piedfer-QuêneyL. (2021). Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools. International Journal of Educational Research, 109, 101810.
35.
GeijselF.SleegersP.van Den BergR.KelchtermansG. (2001). Conditions fostering the implementation of large-scale innovation programs in schools: Teachers’ perspectives. Educational Administration Quarterly, 37(1), 130–166.
36.
GrantA. A.MacIverD. J.MacIverM. A. (2022). The impact of restorative practices with diplomas now on school climate and teachers’ turnover intentions: Evidence from a cluster multi-site randomized control trial. Journal of Research on Educational Effectiveness, 15(3), 445–474.
37.
GraziaV.MolinariL. (2021). School climate multidimensionality and measurement: A systematic literature review. Research Papers in Education, 36(5), 561–587.
38.
GundryL. K.Muñoz-FernandezA.OfsteinL. F.Ortega-EgeaT. (2016). Innovating in organizations: A model of climate components facilitating the creation of new value. Creativity and Innovation Management, 25(2), 223–238.
39.
GuptaV. (2011). Cultural basis of high performance organizations. European Journal of Marketing, 21(3), 221–240.
40.
HairJ. F. J.HultG. T. M.RingleC.SarstedtM. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Sage.
41.
HairJ. F.SarstedtM.RingleC. M. (2019). Rethinking some of the rethinking of partial least squares. European Journal of Marketing, 53(4), 566–584.
42.
HairJ. F.SarstedtM.RingleC. M.GuderganS. P. (2018). Advanced issues in partial least squares structural equation modeling (PLS-SEM). Sage.
43.
HamdamH.DamirchiG. V. (2011). Managing intellectual capital of small and medium size enterprises in Iran case study: Ardabil province SMEs. Interdisciplinary Journal of Contemporary Research in Business, 3(2), 233–240.
44.
HardyC.GriffithsA.ThorneE.HunterM. (2019). Tackling the taboo: talking menopause-related problems at work. International Journal of Workplace Health Management, 12(1), 28–38.
45.
HayesA. F. (2009). Beyond Baron and Kenny: statistical mediation analysis in the new millennium. Communication Monographs, 76, 408–420.
46.
HayesA. F.ScharkowM. (2013). The relative trustworthiness of inferential tests of the indirect effect in statistical mediation analysis: Does method really matter?Psychological Science, 24(10), 1918–1927.
47.
HenselerJ.RingleC. M.SarstedtM. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135.
48.
HensonR. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17, 819–836.
49.
HertzB.Grainger ClemsonH.Tasic HansenD.LaurillardD.MurrayM.FernandesL.GilleranA.Rojas RuizD.RutkauskieneD. (2022). A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission. European Journal of Education, 57(1), 142–159.
50.
HofstetterH.HarpazI. (2015). Declared versus actual organizational culture as indicated by an organization’s performance appraisal. International Journal of Human Resource Management, 26(4), 445–466.
51.
HollinsK.GunterH. M.ThomsonP. (2006). Living improvement: A case study of a secondary school in England. Improving Schools, 9(2), 141–152.
52.
JamesL. R.SellsS. B. (1981). Psychological climate: Theoretical perspectives and empirical research. In MagnussonD. (Ed.), Toward a psychology of situations: An interactional perspective (pp. 275–295). Erlbaum.
53.
JaskyteK.DresslerW. W. (2004). Studying culture as an integral aggregate variable: Organizational culture and innovation in a group of nonprofit organizations. Field Methods, 16(3), 265–284.
54.
JuárezH. M. (2011). Marco teórico, profesional y legal [Theoretical, professional and legal framework]. In TécnicaS. G. (Ed.), Estudio sobre la innovación educativa en España (pp. 20–53). Secretaría General Técnica, Ministerio de Educación.
55.
KarakasF.ManisaligilA.SarigolluE. (2015). Management learning at the speed of life: Designing reflective, creative, and collaborative spaces for millenials. International Journal of Management in Education, 13(3), 237–248.
56.
KasperH. (2002). Culture and leadership in market-oriented service organisations. European Journal of Marketing, 36(9/10), 1047–1057.
57.
KhamisA.SammonsP. (2007). Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model. International Journal of Educational Development, 27(5), 572–580.
58.
KhazanchiS.LewisM. W.BoyerK. K. (2007). Innovation-supportive culture: The impact of organizational values on process innovation. Journal of Operations Management, 25(4), 871–884.
59.
KimS. E.ChangG. W. (2009). An empirical analysis of innovativeness in government: Findings and implications. International Review of Administrative Sciences, 75(2), 293–310.
60.
KimS. S.KimY. W. (2000). An empirical study on the key success factors of knowledge management. Korean Management Review, 29(4), 585–615.
61.
KoolsM.StollL. (2016). What makes a school a learning organisation?OECD Publishing.
62.
KoolsM.StollL.GeorgeB.SteijnB.BekkersV.GouëdardP. (2020). The school as a learning organisation: The concept and its measurement. European Journal of Education, 55, 24–42.
63.
KumarA. (2019). Cultures of learning in developing education systems: Government and NGO classrooms in India. International Journal of Educational Research, 95, 76–89.
64.
LamY. L. J. (2004). Factors for differential developments in organizational learning: A case for Hong Kong schools. International Journal of Educational Development, 24(2), 155–166.
65.
LarsonK. E.NguyenA. J.Orozco SolisM. G.HumphreysA.BradshawC. P.Lindstrom JohnsonS. (2020). A systematic literature review of school climate in low and middle income countries. International Journal of Educational Research, 102, 101606.
66.
MaiY.ZhangW.WangL. (2019). The effect of entrepreneur' moral awareness and ethical behavior on product innovation of new ventures: Evidence from China. Chinese Management Studies, 13(2), 421–446.
67.
MartinsE. C.TerblancheF. (2003). Building organisational culture that stimulates creativity and innovation. European Journal of Innovation Management, 6(1), 64–74.
68.
MoolenaarN. M.SleegersP. J. C.DalyA. J. (2011). Ties with potential: Social network structure and innovative climate in Dutch schools. Teachers College Record, 113(9), 1983–2017.
69.
Naranjo-ValenciaJ. C.Jiménez-JiménezD.Sanz-ValleR. (2011). Innovation or imitation? The role of organizational culture. Management Decision, 49(1), 55–72.
70.
NguyenT. N.ShenC. H.LeP. B. (2022). Influence of transformational leadership and knowledge management on radical and incremental innovation: The moderating role of collaborative culture. Kybernetes, 51(7), 2240–2258.
71.
NielsenJ. A. (2015). Assessment of innovation competency: A thematic analysis of upper secondary school teachers’ talk. Journal of Education and Research, 108(4), 318–330.
72.
ObradovićT.VlačićB.DabićM. (2021). Open innovation in the manufacturing industry: A review and research agenda. Technovation, 102, 102221.
73.
Ortega-EgeaM. T.Ruiz MorenoA.Haro DomínguezM. C. (2014). Determinants of innovative behavior of employees: Evidence from Spanish firms. Employee Relations, 36(6), 606–621.
74.
ØstergaardC. R.TimmermansB.KristinssonK. (2011). Does a different view create something new? The effect of employee diversity on innovation. Research Policy, 40(3), 500–509.
75.
OterkiilC.ErtesvågS. K. (2014). Development of a measurement for transformational and transactional leadership in schools taking on a school-based intervention. Educational Management Administration & Leadership, 42(4_), 5–27.
76.
PapazoglouA.KoutouzisM. (2020). Schools as learning organisations in Greece: Measurement and first indications. European Journal of Education, 55, 43–57.
77.
Poon-McBrayerK. F.DengM. (2017). Plotting an emerging relationship schema of effective leadership attributes for inclusive schools. International Journal of Learning and Change, 9(3), 245–259.
78.
RigdonE. E. (2014). Rethinking partial least squares path modeling: Breaking chains and forging ahead. Long Range Planning, 47, 161–167.
RizzottoJ. S.FrançaM. T. A. (2022). Indiscipline: The school climate of Brazilian schools and the impact on student performance. International Journal of Educational Development, 94, 102657.
81.
RobertsonJ.McCarthyI. P.PittL. (2019). Leveraging social capital in university-industry knowledge transfer strategies: A comparative positioning framework. Knowledge Management Research & Practice, 17(4), 461–472.
82.
RöhlS.PietschM.CramerC. (2024). School leaders’ self-efficacy and its impact on innovation: Findings of a repeated measurement study. Educational Management Administration & Leadership, 52(6), 1477–1496.
83.
SchildkampK.VisscherA. (2009). Factors influencing the utilisation of a school self-evaluation instrument. Studies In Educational Evaluation, 35(4), 150–159.
84.
SchneiderB.EhrhartM. G.MaceyW. H. (2013). Organizational climate and culture. Annual Review of Psychology, 64, 361–388.
85.
SengeP. (1990). The fifth discipline: The art and practice of the learning organisation. Currency Doubleday.
86.
ShaariI.LimV.HungD.KwanY. M. (2018). Cultivating sustained teachers’ professional learning within a centralised education system. School Effectiveness and School Improvement, 29(1), 22–42.
87.
ShinG. (2019). Welfare, innovation capacity, and economic performance: Evidence from American federalism. Public Policy And Administration, 34(3), 349–381.
88.
ShivelyK.StithK.DaVia RubensteinL. (2021). Ideation to implementation: A 4-year exploration of innovating education through maker pedagogy. The Journal of Educational Research, 114(2), 155–170.
89.
SmithG. E.BarnesK. J.HarrisC. (2014). A learning approach to the ethical organization. Learning Organization, 21(2), 113–125.
90.
SnoekM.EnthovenM.KesselsJ.VolmanM. (2017). Increasing the impact of a Master’s programme on teacher leadership and school development by means of boundary crossing. International Journal of Leadership in Education, 20(1), 26–56.
StukalinaY. (2010). The management of integrated educational environment resources: the factors to be considered. European Journal of Education, 45(2), 345–361.
93.
TekleabA. G.KaracaA.QuigleyN. R.TsangE. W. K. (2016). Re-examining the functional diversity–performance relationship: The roles of behavioral integration, team cohesion, and team learning. Journal of Business Research, 69(9), 3500–3507.
94.
TolmieA. K.ToppingK. J.ChristieD.DonaldsonC.HoweC.JessimanE.LivingstonK.ThurstonA. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20(3), 177–191.
95.
TripathiP. M.SrivastavaS.SinghL. B.KapoorV.SolankiU. (2021). A JD-R perspective for enhancing engagement through empowerment: A study on Indian hotel industry. Journal of Hospitality and Tourism Management, 46, 12–25.
96.
TsegayeW.SuQ.MalikM. (2019). The antecedent impact of culture and economic growth on nations` creativity and innovation capability. Creativity Research Journal, 31(2), 215–222.
97.
UddinM. A.PriyankaraH. P. R.MahmoodM. (2020). Does a creative identity encourage innovative behaviour? Evidence from knowledge-intensive IT service firms. European Journal of Innovation Management, 23(5), 877–894.
98.
van Den Boom-MuilenburgS. N.de VriesS.van VeenK.PoortmanC.SchildkampK. (2022). Leadership practices and sustained lesson study. Educational Researcher, 64(3), 295–316.
99.
van Den BoschR.TarisT. W.SchaufeliW. B.PeetersM. C. W.ReijsegerG. (2019). Authenticity at work: A matter of fit?Journal of Psychology, 153(2), 247–266.
100.
WienerM.BoerH. (2019). Cultural prerequisites for participating in open foresight. R&D Management, 49(5), 703–715.
101.
WullschlegerA.RickenbacherA.RechsteinerB.GrobU.Maag MerkiK. (2024). School teams’ regulation strategies for dealing with school-external expectations for school improvement. Research in Education, 118(1), 26–48.
102.
XiaoC.McCrightA. M. (2007). Environmental concern and sociodemographic variables: A study of statistical models. Journal of Environmental Education, 38(2), 3–14.
103.
ZawislakP. A.Cherubini AlvesA.Tello-GamarraJ.BarbieuxD.ReichertF. M. (2012). Innovation capability: From technology development to transaction capability. Journal of Technology Management & Innovation, 7(2), 14–27.
104.
ZhouF.ZhangN.MouJ. (2022). Universities as incubators of innovation: The role of a university playfulness climate in teachers’ sustainable teaching innovation. International Journal of Management in Education, 20(3), 100693.
105.
ZouT.ErtugG.GeorgeG. (2018). The capacity to innovate: A meta-analysis of absorptive capacity. Innovation, 20(2), 87–121.
