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<p>To ensure students are prepared for a rapidly changing and increasingly uncertain world, schools must innovate. The adoption and scaling of innovation is a challenging process that requires leadership. Grounded in diffusion of innovation theory [87], and a combination of two complementary theories of motivation—personality systems interaction theory (PSI) [62] and self-determination theory [90]—this study examined the relationship between four PSI leadership styles—self-directed, visionary-enthusiastic, anxious-controlling, and passive-avoidant [53]—on the adoption of a pedagogical innovation to enhance student autonomy in learning. The study involved two waves of data from 422 teachers in 11 districts, spanning seven states, and 41 elementary, middle, and high schools in the United States. We used Multilevel Structural Equation Modeling to examine the mediating roles of teachers’ autonomy satisfaction, frustration, and teachers’ innovativeness on perceived leadership styles and adoption of the innovative pedagogy. We found that each leadership style had a significant indirect effect on innovation adoption through teacher autonomy satisfaction, autonomy frustration, and innovativeness. Teacher innovativeness showed the strongest positive association with the adoption of the innovation, regardless of leadership styles, teacher autonomy, or years of experience at the school. These findings further underscore the importance of supportive leadership styles for teachers’ autonomy as well as the strong influence of teacher innovativeness on the adoption of pedagogical innovations. PSI leadership styles that fostered teacher empowerment, collaboration, and autonomy were critical to adoption of the innovation, while restrictive and hierarchical styles hindered adoption.</p>

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The indirect effects of leadership style on teacher innovation adoption mediated by autonomy satisfaction frustration and innovativeness

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月5日

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  • Lindsey Basileo,
  • Merewyn Lyons,
  • Michael Toth,
  • Barbara Otto,
  • Franz Hofmann

摘要

To ensure students are prepared for a rapidly changing and increasingly uncertain world, schools must innovate. The adoption and scaling of innovation is a challenging process that requires leadership. Grounded in diffusion of innovation theory [87], and a combination of two complementary theories of motivation—personality systems interaction theory (PSI) [62] and self-determination theory [90]—this study examined the relationship between four PSI leadership styles—self-directed, visionary-enthusiastic, anxious-controlling, and passive-avoidant [53]—on the adoption of a pedagogical innovation to enhance student autonomy in learning. The study involved two waves of data from 422 teachers in 11 districts, spanning seven states, and 41 elementary, middle, and high schools in the United States. We used Multilevel Structural Equation Modeling to examine the mediating roles of teachers’ autonomy satisfaction, frustration, and teachers’ innovativeness on perceived leadership styles and adoption of the innovative pedagogy. We found that each leadership style had a significant indirect effect on innovation adoption through teacher autonomy satisfaction, autonomy frustration, and innovativeness. Teacher innovativeness showed the strongest positive association with the adoption of the innovation, regardless of leadership styles, teacher autonomy, or years of experience at the school. These findings further underscore the importance of supportive leadership styles for teachers’ autonomy as well as the strong influence of teacher innovativeness on the adoption of pedagogical innovations. PSI leadership styles that fostered teacher empowerment, collaboration, and autonomy were critical to adoption of the innovation, while restrictive and hierarchical styles hindered adoption.