School Support for Teacher Innovation: From the Perspective of Conservation of Resources Theory (Poster 9)

• In Event: AERA Poster Session Saturday 9:50 a.m.
  In Poster Session: Exploring Contextual, Climate, and Social Supports for Motivational Processes

Abstract

Teacher innovation is becoming increasingly important. School support for innovation offers critical work resources and forms professional capital that facilitates teacher innovation. However, the concrete mechanisms that determine how SSI affects innovation remain unclear. Using survey data from 1,123 teachers in China, this study explored the relationship between support and teacher innovation, the mediating effects of teacher self-efficacy, and the moderating effects of teachers’ trust in their supervisors, colleagues, and students. Results showed that colleagues’ and students’ support was positively correlated with teacher innovation and that this relationship was mediated by teacher self-efficacy. Teachers’ trust in their students positively moderated the effect of student support on teacher innovation.

Authors

• Yonghong Cai, Beijing Normal University

• Runjia Tang, Capital Normal University

• Yanmin Cao, Shijazhuang Engineering Vocational College

• Ziwei Hu, Beijing Normal University