Empowering Leadership and Psychological Capital: Drivers of Teachers’ Innovative Behavior among International School Teachers in Beijing City
DOI:
https://doi.org/10.53797/ujssh.v4i1.8.2025Keywords:
Empowering leadership, psychological capital, teachers’ innovative behavior, international high schools, Beijing cityAbstract
In the context of globalization and technological advancements, educational institutions face increasing pressure to foster innovation, with teachers' innovative behavior becoming crucial for effective learning environments. This is particularly significant in international schools in Beijing, where teachers navigate multicultural and multilingual classrooms. This study aims to examine the influence of empowering leadership and psychological capital on teachers’ innovative behavior in this unique educational setting. Using a quantitative research approach, data were collected from 500 teachers in international schools across Beijing and analyzed using Structural Equation Modeling (SEM) to assess both direct and mediated relationships among the variables. The findings reveal that empowering leadership has a significant positive effect on teachers' innovative behavior, both directly and indirectly through psychological capital. These results suggest that psychological capital acts as a mediator, amplifying the impact of empowering leadership on innovation. This study contributes to the literature by providing empirical evidence on how empowering leadership and psychological capital together foster a supportive, innovative teaching culture in cross-cultural educational environments, offering practical insights for school administrators in international settings.
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