Teacher innovative behavior (TIB) is increasingly recognized as an important factor in improving learning quality and overall school effectiveness. However, empirical research often treats TIB as a unidimensional construct or as a secondary outcome variable, with limited attention to its internal structure. This study aimed to validate and map TIB as a multidimensional professional practice consisting of idea generation, idea promotion, and idea realization. The study involved 523 teachers in Indonesia. Confirmatory factor analysis was used to examine the validity of the proposed three-dimensional scale, followed by analyses of internal consistency, descriptive levels, interdimensional relationships, common method variance, measurement invariance, and demographic group differences. The findings supported the proposed three-factor structure, with each dimension demonstrating adequate reliability. Additional analyses also supported acceptable discriminant validity, although the three dimensions remained strongly interrelated and showed substantial overlap. Descriptive results indicated that idea realization had the highest mean, followed by idea generation and idea promotion. Group comparison analyses showed statistically significant differences in TIB across gender and teaching experience group, whereas no significant differences were found across age group. These findings support the conceptualization of TIB as a multidimensional yet highly integrated professional practice embedded in everyday teaching. By positioning TIB as the main object of analysis, this study strengthens the empirical foundation for future research on teacher innovation and highlights the importance of school conditions and professional learning opportunities that support not only the generation of ideas, but also their promotion and realization in practice.
Riswandi et al. (Mon,) studied this question.