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Teachers’ perceptions of organizational innovation climates are vital to understand the success or failure of innovational implementations of technical institutes and universities. This study aims to develop a “Measure of Organizational Innovation Climates for Technical Institutes and University Teachers (MOIC-TT) in order to recognize the influence of schools on teachers’ creative behaviors. First, this study analyzes literature and scales related to organizational innovation climates, and reorganize the factors of technical institutes and university teachers’ innovation climates into a draft of scale. Secondly, a pretest is designed according to expert examination, teacher interviews, and expert panel. This study examines items, reliability, and validity by 125 subjects in pretesting, and 627 subjects in formal testing. Results of confirmatory factor analysis reveal that three latent factors (i.e., resource support, innovation leadership, and team cohesion) are related, and the factor model has good fit. Full scale coefficient is .96 and reliabilities of sub-scales are .87~.93. The research results indicate that teachers have positive attitudes toward the organizational innovation climates of schools. They tend to agree with “team cohesion” and “working independence”. Lastly, suggestions regarding content, characteristics, and future studies are proposed as reference for organizational innovation climates in technical institutes and universities.        Key words: Organizational innovation climates, technical institute and university technical Institute, working independence, innovation leadership, team cohesion.

Measuring organizational innovative climates in technical institutes and university teachers