Influence of kindergarten principals' contingent rewards on teachers' creative teaching performance: Testing a moderated-mediated model.

BACKGROUND

Although research has increased the current understanding of creative teaching, evidence on the factors that influence this behavior and the underlying mechanisms remains limited.

OBJECTIVE

This study, grounded in conservation of resources theory, proposed and empirically examined the relation between contingent reward leadership (CRL) among Chinese kindergarten principals and teachers' creative teaching performance (CTP). In addition, the study assessed the mediating effect of organizational innovation support (OIS), bureaucratic organizational culture (BOC), and innovative organizational culture (IOC), as well as the moderating effect of ideological psychological contracts (IPCs), to provide robust insights into how CRL can motivate kindergarten teachers' CTP.

METHODS

A total of 518 kindergarten teachers aged 20-55 years participated in the study. Structural equation model analysis was conducted to examine the multiple mediating effects of OIS, BOC, and IOC, as well as the moderating effect of IPC in the relation between CRL and CTP.

RESULTS

OIS served as a mediator in the relation between CRL and CTP. OIS and BOC played a chain mediating role in the relation between CRL and CTP. OIS and BOC played a chain mediating role in the relation between CRL and CTP. Additionally, IPC positively moderated the indirect relation of CRL on CTP via OIS.

CONCLUSIONS

Kindergarten principals should pay attention to the positive impact of leadership style and organizational culture on teachers' innovative behavior. Moreover, prioritizing the improvement of IPCs would benefit the development of innovative behavior.