School Support for Teacher Innovation: Mediation of Extrinsic Rewards, Trust, and Basic Psychological Need Satisfaction

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  In Roundtable Session: Centering Pre- and In-Service Teachers' Motivational Experiences (Table 8)

Abstract

Teacher innovation is vital to the success of educational reform and can be significantly affect by the supportive context in schools. In this study, we explored how teachers’ perceived value of extrinsic rewards, interpersonal trust, and satisfaction of basic psychological needs mediated the relationship between school support and teacher innovation. The results of a survey of 1,123 teachers showed that trust and basic psychological need satisfaction significantly mediated the support-innovation relationship, and need satisfaction having the greatest effect. Perceived value of extrinsic rewards did not show a significant mediating effect. The findings of this study indicate that individual innovation is more likely to be a spontaneous behavior, and extrinsic inducements may not play a primary role in stimulating innovative efforts.

Authors

• Lu Zhou, Chongqing University

• Runjia Tang, Capital Normal University

• Yonghong Cai, Beijing Normal University

• Liang Ma, Beijing Normal University

• Zewei Lu, Beijing Normal University