The study deals with Lithuanian science teachers’ self-confidence in teaching science and its role in teachers’ innovative activities on the basis TIMSS 2015 data set. The latent construct of science teachers’ self-confidence in teaching science was examined using confirmatory factor analysis (CFA). Seeking to disclose the influence of science teachers’ self-confidence in teaching science on their innovative work activities, structural equation modeling (SEM) was used. The results of our research revealed that the self-confidence of Lithuanian science teachers in teaching science is more associated with an idea application activity, i.e., applying specific innovation in practice, and less – with an idea-generating and sharing activity. The analysis of paths coefficients confirmed that science teachers’ innovative activities (working together, trying out new ideas, learning more about teaching, encouraging students to express their ideas in a classroom, asking students to decide their problem-solving procedures, and sharing new ideas) is directly and positively associated with science teachers’ self-confidence in teaching science. © 2013. International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
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