Exploring the Impact of Teachers’ Intrinsic Motivation on Innovative Teaching Practices: The Mediating Role of Teacher Engagement in Beijing Colleges and Universities
DOI:
https://doi.org/10.53797/ujssh.v4i1.1.2025Keywords:
Intrinsic motivation, teacher engagement, innovative teaching practices, higher education, educational policy and management practicesAbstract
The rapid development of technology and globalization has created an urgent need for educational institutions to adopt innovative teaching practices that promote critical thinking, creativity, and problem-solving. In the context of higher education in Beijing, this study examines how intrinsic motivation influences teachers' adoption of innovative teaching practices, with teacher engagement serving as a mediating factor. Using a quantitative research approach, data were collected from a sample of 500 teachers in 20 colleges and universities in Beijing, and Structural Equation Modeling (SEM) was employed to analyze the relationships among intrinsic motivation, teacher engagement, and innovative practices. The results reveal that intrinsic motivation has a significant positive effect on innovative teaching practices, both directly and indirectly through teacher engagement. This finding underscores the importance of fostering teacher engagement alongside intrinsic motivation to maximize innovation in teaching. By highlighting the mediating role of engagement, this study contributes valuable insights for educational policy and management practices aimed at enhancing instructional quality in Chinese higher education.
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