How school climate influences teacher innovation: the chain mediation role of teacher autonomy and self-efficacy

IntroductionTeacher innovation is a key manifestation of teachers’ professional competence and is essential for school development and student learning. Although previous research has identified a positive association between school climate and teacher innovation, the underlying mechanisms remain insufficiently explored, particularly in the Chinese context.MethodsDrawing on psychological empowerment theory, this study examines the relationship between school climate and teacher innovation and tests a sequential mediation model involving teacher autonomy and self-efficacy. Data were collected from 3,976 secondary school teachers in Shanghai, China, using the TALIS 2018 database. Structural equation modeling was employed for data analysis.ResultsThe results indicate that school climate has a significant positive effect on teacher innovation. In addition, teacher autonomy and self-efficacy sequentially mediate this relationship, forming a chain pathway: School Climate → Teacher Autonomy → Self-Efficacy → Teacher Innovation. Specifically, a positive school climate enhances teacher autonomy, which subsequently strengthens teachers’ self-efficacy and ultimately promotes innovative behavior.DiscussionThese findings clarify the mechanisms linking school climate to teacher innovation and extend psychological empowerment theory by highlighting the sequential interplay between autonomy and competence in shaping teachers’ innovative behavior.