Study On The Relationship Between Emotional Leadership And Teachers' Teaching Innovation

At present,social development and educational reform have put forward higher requirements for the construction of teachers' team.In the new era,training high-quality,professional and innovative teachers has become the key task of the construction of teachers' team,and the core content of teachers' innovation lies in teaching innovation.In this context,how the principals enhance teachers' inner feelings,stimulate teachers' innovative willingness and improve teachers' innovative performance by innovating their leadership behavior has become a forward-looking and urgent issue in current education management.However,as a new way of leadership in the field of enterprise organization,the application and research of emotional leadership in the field of education is still in its infancy.What are the unique characteristics of the principal's emotional leadership? Does it have an impact on teachers' teaching innovation behavior,and what is the specific mechanism between them? What psychological factors or external factors influence teachers' teaching innovation behavior? These problems need further study.Therefore,from the perspective of teachers' emotions,this study attempts to construct a theoretical model of affective leadership influencing teachers' teaching innovation behavior with teachers' emotional factors as mediating variables,analyze the influence of affective leadership and teachers' individual emotional factors perceived by middle school teachers on the level of teaching innovation,and measure teachers' positive emotions,teachers' emotional commitment and teachers' emotional commitment.The mediating role and boundary conditions of the three emotional factors of innovative self-efficacy in the mechanism of principals' emotional leadership influencing teachers' innovative teaching behavior.Firstly,this study applies the theory of emotional leadership and the theory of individual innovation work to school organizations.Through literature review and theoretical analysis,the conceptual model of the study is established and the research hypothesis is put forward.After referring to the maturity scale at home and abroad,the principal's emotional leadership questionnaire,teacher's positive emotions questionnaire and teacher's emotions are revised with in-depth interviews with teachers.Commitment Questionnaire,Teacher Innovation Self-efficacy Questionnaire and Teacher Innovation Behavior Questionnaire were used to investigate 1537 public middle school teachers in 18 provinces and autonomous regions of China.Subsequently,SPSS23.0 and structural equation model are used to measure teachers' background factors,principals' emotional leadership,teachers' emotional factors and innovative teaching behavior,and focus on the specific relationship between the main variables and the mediating role of teachers' emotional factors.Finally,management strategies to improve teachers' teaching innovative behavior are obtained based on the conclusions of teachers' interviews.Empirical research found that:(1)Chinese middle school teachers perceived the principal's emotional care is relatively low,principals are better at mobilizing teachers' work emotions and ignore the emotional support for teachers.(2)Teachers are not good at the innovation of teaching methods,teaching resources and teaching evaluation.The renewal and application of new technologies have brought many challenges to teachers' teaching innovation.(3)Teachers' perception of principals' emotional leadership differs in gender,age,teaching age and school location;teachers' teaching innovation differs in age and school location.(4)The principal's emotional leadership has a significant positive impact on teachers' teaching innovation behavior.Relatively speaking,the principal's good use of emotional care can promote teachers' teaching innovation behavior.(5)The principals' emotional leadership has a significant positive impact on teachers' positive emotions,emotional commitment and innovation self-efficacy.(6)The multiple mediating effects of three mediating variables,namely,teachers' positive emotions,teachers' emotional commitment to organizations and teachers' sense of innovation self-efficacy,were verified in the principal variable relationship.The study found that 68.3% of the influence of principals' emotional leadership on teachers' teaching innovation was realized through teachers' emotional factors.At the same time,through in-depth interviews with 12 teachers,this study has an in-depth understanding of the practical difficulties teachers encounter in teaching innovation and the specific management support they need.Finally,combined with the conclusions of quantitative analysis and qualitative research,the researchers put forward suggestions on improving teachers' innovative teaching behavior from four aspects: changing school management mode,paying attention to individual differences of teachers,implementing incentive and guarantee mechanism,and emphasizing on-the-job training of teachers.Due to the limitation of subjective and objective conditions,there are still some shortcomings in this study.It is hoped that the diversification of measurement methods,the representativeness of samples and the refinement of research content will continue to be improved in the future to form a more complete and scientific research.