ArticleFrontiers in psychology2026
How school climate influences teacher innovation: the chain mediation role of teacher autonomy and self-efficacy.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Teacher innovation is a key manifestation of teachers' professional competence and is essential for school development and student learning. Although previous research has identified a positive association between school climate and teacher innovation, the underlying mechanisms remain insufficiently explored, particularly in the Chinese context. Methods: Drawing on psychological empowerment theory, this study examines the relationship between school climate and teacher innovation and tests a sequential mediation model involving teacher autonomy and self-efficacy. Data were collected from 3,976 secondary school teachers in Shanghai, China, using the TALIS 2018 database. Structural equation modeling was employed for data analysis. Results: The results indicate that school climate has a significant positive effect on teacher innovation. In addition, teacher autonomy and self-efficacy sequentially mediate this relationship, forming a chain pathway: School Climate → Teacher Autonomy → Self-Efficacy → Teacher Innovation. Specifically, a positive school climate enhances teacher autonomy, which subsequently strengthens teachers' self-efficacy and ultimately promotes innovative behavior. Discussion: These findings clarify the mechanisms linking school climate to teacher innovation and extend psychological empowerment theory by highlighting the sequential interplay between autonomy and competence in shaping teachers' innovative behavior.
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