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<p>Empowering teachers to innovate in their teaching practices is key to fostering creative talent and building a high-quality teaching workforce. Grounded in the Person-Environment fit theory, this study investigates the relationship between distributed leadership and teachers’ teaching innovation behavior within the context of Chinese schools. It also examines the chained mediating effects of teacher collaboration and teachers’ social-emotional learning beliefs. Analyzing data from 527 primary and secondary school teachers in China reveals that distributed leadership does not directly predict teachers’ teaching innovation behavior. However, it positively influences such behavior through the individual mediating roles of teacher collaboration and teachers’ social-emotional learning beliefs, as well as their chained mediation. These findings deepen the&#xa0;understanding of how distributed leadership fosters teaching innovation through collaboration and SEL beliefs. They offer theoretical insights into leadership in collectivist contexts and practical guidance for creating supportive, collaborative school environments that empower teacher innovation.</p>

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How Distributed Leadership Shapes Chinese Teachers’ Teaching Innovation Behavior: Mediating Roles of Teacher Collaboration and Teachers’ Social-Emotional Learning Beliefs

  • 期刊论文

  • 发表日期：

    2025年4月13日

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  • Xuanwei Ma,
  • Pu Zhang

摘要

Empowering teachers to innovate in their teaching practices is key to fostering creative talent and building a high-quality teaching workforce. Grounded in the Person-Environment fit theory, this study investigates the relationship between distributed leadership and teachers’ teaching innovation behavior within the context of Chinese schools. It also examines the chained mediating effects of teacher collaboration and teachers’ social-emotional learning beliefs. Analyzing data from 527 primary and secondary school teachers in China reveals that distributed leadership does not directly predict teachers’ teaching innovation behavior. However, it positively influences such behavior through the individual mediating roles of teacher collaboration and teachers’ social-emotional learning beliefs, as well as their chained mediation. These findings deepen the understanding of how distributed leadership fosters teaching innovation through collaboration and SEL beliefs. They offer theoretical insights into leadership in collectivist contexts and practical guidance for creating supportive, collaborative school environments that empower teacher innovation.