Bao Yuangen
Research Management Center, Shenzhen Longgang District Education Science Research Institute, Shenzhen, China.
PLoS One. 2025 Apr 11;20(4):e0321763. doi: 10.1371/journal.pone.0321763. eCollection 2025.
Teacher innovation is crucial for adapting education to contemporary societal needs. While the benefits of resonant leadership have been extensively studied, its influence on teachers' innovative behavior and associated cognitive-affective processes remains underexplored. This study employs the information processing theory to investigate the influence of resonant leadership on innovative behavior among primary and junior teachers in mainland China, while examining the intricate mediating roles of perceived insider status and affective commitment. Using structural equation modeling and bootstrapping techniques, data analysis was conducted on a sample comprising 4,769 teachers from 16 provinces in China. The findings confirm a positive correlation between resonant leadership and teachers' innovative behavior. Perceived insider status and affective commitment not only independently mediate this relationship but also act as sequential and interactive mediators. Furthermore, the distinct mediating effect of interactive mediation is the most important. This research enhances our understanding of resonant leadership's impact on basic education while providing novel insights into fostering teacher innovation through comprehensive cognitive-affective pathway analysis.
教师创新对于使教育适应当代社会需求至关重要。虽然共鸣型领导的益处已得到广泛研究，但其对教师创新行为及相关认知情感过程的影响仍未得到充分探索。本研究运用信息加工理论，调查共鸣型领导对中国大陆中小学教师创新行为的影响，同时考察感知内部人身份和情感承诺的复杂中介作用。使用结构方程模型和自抽样技术，对来自中国16个省份的4769名教师样本进行了数据分析。研究结果证实了共鸣型领导与教师创新行为之间存在正相关。感知内部人身份和情感承诺不仅独立中介这种关系，还作为顺序和交互中介起作用。此外，交互中介的独特中介效应最为重要。本研究增进了我们对共鸣型领导对基础教育影响的理解，同时通过全面的认知情感路径分析为促进教师创新提供了新的见解。
