The Relationship Between Empowering Leadership and Teachers’ Innovation Behavior Among Teachers in International Schools of Beijing City, China
DOI:
https://doi.org/10.53797/ujssh.v3i2.12.2024Keywords:
Empowering Leadership, Professional Development, Psychological Capital, Teachers’ Innovation BehaviorAbstract
In the context of Beijing’s international schools, the rapid evolution of global educational standards and technological integration prompts a reevaluation of traditional leadership and teaching strategies. This study examines the relationship between empowering leadership and teachers’ innovation behaviors, amidst growing demands for pedagogical excellence and adaptability. The research objectives are to analyze this relationship, assess the mediating roles of professional development and psychological capital, and understand their combined impact on innovation. Employing a quantitative approach, the study surveyed 500 teachers across various international curricula in Beijing, utilizing structured questionnaires and statistical analyses to validate relationships among the variables. Findings indicate that empowering leadership significantly enhances teachers' innovative behavior directly and through the mediating effects of professional development and psychological capital. The study contributes to educational management by demonstrating the critical role of supportive leadership in fostering innovation and highlighting how psychological resilience and ongoing professional growth underpin sustainable teaching innovations. These insights are pivotal for international schools striving to enhance educational outcomes and adapt to global standards.
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