ArticleFrontiers in psychology2026
The relationship between university teachers' professional identity and teaching innovation behavior: the mediating role of teacher professional capital and the moderating effect of team climate.
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
Background: Amid continuing change in higher education, innovative teaching by university teachers has become central to improving educational quality and advancing universities' development. Previous research has linked professional identity, teacher professional capital, and team climate to teaching innovation behavior, but less is known about the resource-based mechanism and contextual boundary conditions underlying these associations. Purpose: Based on professional identity theory and conservation of resources theory, this study intends to explore the association between university teachers' professional identity and teaching innovation behavior, and to further analyze the roles played by teacher professional capital and team climate in this context. Methods: A questionnaire survey was conducted, and 687 valid responses were collected. All statistical analyses were conducted using SPSS 27.0 and AMOS 27.0. Results: The structural equation modeling results indicated positive associations between professional identity and both teacher professional capital and teaching innovation behavior. Teacher professional capital served as a partial mediator in the relationship between professional identity and teaching innovation behavior. Further analyses showed that team climate significantly moderated the relationships among professional identity, teaching innovation behavior, and teacher professional capital. Conclusion: The findings highlight the importance of professional identity, professional resource accumulation, and supportive team climate in understanding university teachers' teaching innovation behavior.
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