Intrinsic Motivation and Innovative Teaching Practices Among Teachers in Beijing Colleges and Universities
DOI:
https://doi.org/10.53797/ujssh.v3i2.5.2024%20Keywords:
Intrinsic Motivation, Innovative Teaching Practices, Teacher Self-efficacy, Teacher EngagementAbstract
The global transformation of higher education, particularly in Beijing's prestigious institutions, has highlighted the need for innovative teaching practices amidst rapid technological and societal changes. This study aims to explore the influence of intrinsic motivation on innovative teaching practices among teachers in Beijing’s colleges and universities, considering the mediating roles of teacher self-efficacy and engagement. Utilizing a quantitative research methodology, data were collected from 500 teachers across 20 institutions and analyzed using structural equation modeling. The findings reveal a significant positive relationship between intrinsic motivation and innovative teaching practices, with both teacher self-efficacy and engagement serving as important mediators. This research underscores the crucial role of intrinsic motivation in driving educational innovation and provides actionable insights for enhancing teaching quality and outcomes in higher education.
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