The Influence of Transformational Leadership on The Improvement of Teachers’ Innovative Work Behavior in Chinese Colleges and Universities

Abstract

Teachers' innovative work behavior (IWB) at colleges and universities is directly linked to teachers' transformational leadership (TL) and teacher trust (TT). Universities have several challenges to remain viable and competitive. Educators may produce and improve their production by generating unique concepts in universities and institutions. The purpose of this research was to analyze how TL and trust may enable faculty members to engage in creative work behaviors. The research concentrated on a sample that is seldom examined in the literature on occupational well-being, namely university instructors, to test the model. An online survey was completed by 275 Chinese university professors in total. The study model was assessed using the bootstrapping method and structural equation modeling methodology. In addition, the performance metrics such as prediction error, level of innovative behavior, the prevalence of teacher job satisfaction levels, and Moderating effects of task complexity and innovation climate are assessed along with statistical analysis tests like the Analysis of Variance (ANOVA) and the Chi-square test are employed to determine the teachers' trust partly mediates the connection between TL and the IWB of instructors. This study suggests that teachers are inspired to innovate when exposed to TL behaviors, which benefits their creative behavior. Second, these data support the premise that transformative leaders may increase faculty relationships by establishing trust. This research offers a glimpse into the innovative behavior development teachers have experienced as a consequence of TL and their dedication to their career and organization.