The Influencing Factors And Mechanism Of The Innovative Work Behavior Of Primary And Secondary School Teachers

Education innovation mainly depends on teachers' innovation,the key of which is that teachers ransform the advanced educational idea into the application in the educational practice,and show actively innovative work behavior(IWB).Teachers'IWB in primary and secondary schools are not only indenfied as the important indicator to measure the effective work behavior and work performance,but also are demonstrated to the driver that related to the cultivation of students' creativity and the achievement of educational connotation development.However,the current studies concerning education and psychology have paid more attention to the innovation of educating and teaching,only a few studies focused on the teachers' IWB.The studies are related to the teachers' IWB,but different from it in nature.In recent years,amount of studies in employees' IWB can provide the useful inspiration and reference to teachers' IWB in primary and secondary schools.Yet it must be noted that there is difference of profession nature and limitation of studies in employees' IWB,and it is improper to directly copy the conclusions to teachers' groups.Therefore,the research on the factors and mechanisms of teachers' IWB in primary and secondary schools has become one of the important problems to resolve urgently now.This study systematically summarizes the concepts,the influence factors,the mechanisms and the theories about employees' IWB from the perspective of socio-demographic factors,individual differences and work environment based on the current researches.Moreover,five basic questions which have significant values in teachers' IWB are put forward in this study.Firstly,it is the divergences on the structural dimensions and measurement about IWB.Secondly,it is about the relationships between socio-demographic factors(such as age,work experience)and IWB,and the internal mechanisms.Thirdly,it is about studies focusing on the influence and mechanism of personal traits(e.g.personality traits)and state-like variables(e.g.emotion,self-efficacy,etc.)to IWB.Fourthly,it is about few attentions paid to the links and mechanisms between Chinese culture(such as Zhongyong thinking,etc.)and IWB.Lastly,it is about answers to explaining the impact of work environment factors on IWB.Thus,this research is designed in terms of five aspects to clarify the questions above to promote theoretical development of teachers' IWB in primary and secondary school.The first study aims at exploring the dimensions and developing the scales to teachers' IWB according to the three-stage theory.As a result,it is showed that the dimensions of idea promotion and idea implementation are combined for the same structure dimension named idea performing.Moreover,15 items are retained after the reliability and validity analysis,which belonging to two dimensions,idea generation and idea performing.It is indicated that self-made scale has good psychometric properties,and it could be served as an effective measurement tool in the field of teachers' occupational psychology research.The relationship among age,work experience,education level,gender,position and teachers' IWB are examined in the second study.The results show that work experience was significantly positive with teachers' IWB related to education level,and there are significant differences in teachers' position but no differences in gender.Meanwhile,the link between physical age and teachers' IWB is not significant,whereas the age self-perceptions are significantly correlated with teachers' IWB.Specifically,the positive age self-perceptions can positively forecast teachers' IWB,while the negative age self-perceptions are suggested to have the opposite effects.Furthermore,structure equation modeling(SEM)analyses reveal that self-efficacy and social interaction play full intermediary roles in the association between positive age self-perceptions and teachers' IWB.The third study explores the association among proactive personality,work affective,creative self-efficacy and teachers' IWB.The results show that proactive personality,positive affect and creative self-efficacy are significantly positively associated with teachers' IWB,whereas negative affect is not negatively related to teachers' IWB.Moreover,the mediation analyses demonstrate that impact of proactive personality on teachers' IWB is simply mediated by positive affect and creative self-efficacy and sequential mediated by positive affect-creative self-efficacy and negative affect-creative self-efficacy.The relationship between Zhongyong thinking style and teachers' IWB is analyzed in the fourth study.It confirms that Zhongyong thinking style shows characteristics by focusing on the interests of the whole,the flexible and dialecticism rather than eclecticism,compromising and avoiding conflicts.The higher Zhongyong thinking style is,the more teachers' IWB can be obtained.Moreover,SEM analyses show that willingness to take risk(WTR)plays full mediation roles in relationship beween Zhongyong thinking style and idea generation and idea performing.Moreover,the interpersonal harmony simply mediates the association between Zhongyong thinking style and idea performing.In addition,positive affect plays the moderating role in the relation among Zhongyong thinking style,idea generation and idea performing.The last study discusses the influence of school work environment which could be measured by task characteristics,knowledge characteristics,social characteristics and other work context,such as work conditions and equipment use on teachers' IWB.The results show that school work environment is not only significantly and directly correlated with teachers' IWB,but also can exert its indirect effect through the simple mediating effect of the basic psychological need and autonomous motivation and the three-path mediation effect of "basic psychological need-autonomous motivation".In conclusion,this study develops a two-dimensional model of teachers' IWB scales which consist of 15 items.Moreover,the factors and mechanisms model of teachers' IWB are build from the perspectives of socio-demographic factors,proactive personality,Zhongyong thinking style and school work environments.The five problems are addressed clearly and effectively.