Motivated to Innovate: The Role of Teachers’ Collaboration and Expectancy-Value Beliefs in Cognitive Activation Practices

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Abstract

A collaborative professional culture is considered a foundation for instructional innovation, yet the motivational mechanisms linking teacher collaboration to innovative teaching remain underexplored. Guided by Expectancy-Value Theory, this study examines how teachers’ motivational beliefs mediate the relationship between teachers’ collaboration and the use of cognitive activation practices. Using data from 3,159 elementary school teachers in the 2018 Korean TALIS dataset, our hypothesized structural equation model revealed both direct and indirect effects of teachers’ collaboration on cognitive activation practices. Specifically, these indirect effects were mediated by teachers’ expectancy and attainment value beliefs regarding their profession. These findings integrate motivational and organizational perspectives, highlighting the essential role of teachers’ collaboration and teacher motivation in promoting cognitive activation as part of innovative teaching.

Authors

• Juyoung Lee, Busan Metropolitan City Office of Education

• Iksang Yoon, Pusan ​​National University