ArticleBehavioral sciences (Basel, Switzerland)2025
Teachers' Well-Being and Innovative Work Behavior: A Moderated Mediation Model of Perceived Insider Status and Principal Authentic Leadership.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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Who cites it
2 citing papers in PubMed.
- Principal visionary leadership and teacher instructional innovation: mediating roles of teacher workplace well-being and collaboration.Frontiers in psychology · 2026Article
- A two-step structural equation modeling and explainable machine learning framework for understanding university students' adoption of generative AI: balancing intrinsic motivations and perceived risks.Frontiers in psychology · 2026Article
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Authors and funding
3 authors.
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Abstract
Teacher innovation is critical for fostering student creativity, enhancing school effectiveness, and advancing national talent strategies. Grounded in the broaden-and-build theory of positive emotions and social information processing theory, this study develops a moderated mediation model to explore the motivational mechanisms underlying teachers' innovative work behavior. Using survey data from 508 teachers in mainland China, the analysis reveals that teacher well-being positively influences innovative work behavior, and this relationship is mediated by perceived insider status. Furthermore, principal authentic leadership enhances the impact of perceived insider status on innovation and strengthens the indirect effect of well-being through this mediator. These findings underscore the importance of both emotional pathways and contextual signals in shaping teacher innovation, offering theoretical contributions to education leadership and teacher work behavior research while providing practical implications for creating supportive and innovation-conducive school environments.
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Registered trials
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