ArticlePloS one2022
Promoting teaching innovation of Chinese public-school teachers by team temporal leadership: The mediation of job autonomy and the moderation of work stress.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- How school climate influences teacher innovation: the chain mediation role of teacher autonomy and self-efficacy.Frontiers in psychology · 2026Article
- Article
- Employee creativity and innovation in higher education institutions: applying the dynamic componential model of creativity and innovation.Frontiers in psychology · 2025Article
- The Relationship between Organizational Climate and Teaching Innovation among Preschool Teachers: The Mediating Effect of Teaching Efficacy.Behavioral sciences (Basel, Switzerland) · 2024Article
- Exploring the factors affecting elementary mathematics teachers' innovative behavior: an integration of social cognitive theory.Scientific reports · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study examines the impact of team temporal leadership, leaders' behaviors regarding scheduling, allocating time resources, and coordinating team members, on teachers' innovative behavior. Questionnaire surveys on 2021 Chinese elementary and secondary public-school teachers show that team temporal leadership exerts a significant positive direct effect on teaching innovation and the effect can be facilitated through the mediation of job autonomy. Moreover, both the direct effect and the second-leg of the mediation effect are moderated by work stress. These suggest that, at least in certain educational settings, teaching innovation can benefit from leaders' appropriate scheduling and synchronization of time resources. The results also emphasizing the roles of job autonomy and work stress during this time-based team management.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.