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<p>Teachers’ cooperation is essential for enhancing professional teaching capabilities, classroom instruction quality, and overall educational standards. Recent studies indicate that feedback received by teachers may positively influence teacher cooperation; however, the underlying mechanisms of this relationship remain insufficiently understood, particularly within Asian educational contexts. This study aimed to develop and test a moderated chain mediation model linking received feedback to teacher cooperation via positive emotions and trust, conditioned by work autonomy. Drawing on Self-Determination Theory, the present study developed and empirically tested this model using data from 2126 Hong Kong teachers in the 2022 Program for International Student Assessment (PISA). Of these participants, 50.8% were female (<i>M</i> = 40.83 years, <i>SD</i> = 10.67). Structural equation modeling (SEM) was conducted using SPSS 22.0 and Process 3.5 to analyze key variables, including received feedback, positive emotions, feeling of trust, work autonomy, and teachers’ cooperation. Primary findings revealed a significant positive correlation between received feedback and teacher’s cooperation, both directly and indirectly. Moreover, positive emotions and trust jointly served as chain mediators in this relationship. Additionally, work autonomy significantly moderated the effect of feedback on positive emotions. Specifically, a positive correlation was observed between received feedback and positive emotions only among teachers with high levels of workplace autonomy. In conclusion, this study demonstrates that received feedback has a positive influence on teacher cooperation, both directly and through a chain-mediated pathway involving positive emotions and trust, with work autonomy moderating the initial stage from feedback to positive emotions. These findings provide an empirical basis for educational administrators to implement feedback mechanisms that support teacher autonomy, thereby fostering its interpretation as constructive information that builds positive emotions and trust, rather than as a controlling intervention.</p>

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How does the provision of feedback influence teachers’ cooperation? A moderated chain mediation model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月31日

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  • Cheng Pang,
  • Zhaoyang Xie

摘要

Teachers’ cooperation is essential for enhancing professional teaching capabilities, classroom instruction quality, and overall educational standards. Recent studies indicate that feedback received by teachers may positively influence teacher cooperation; however, the underlying mechanisms of this relationship remain insufficiently understood, particularly within Asian educational contexts. This study aimed to develop and test a moderated chain mediation model linking received feedback to teacher cooperation via positive emotions and trust, conditioned by work autonomy. Drawing on Self-Determination Theory, the present study developed and empirically tested this model using data from 2126 Hong Kong teachers in the 2022 Program for International Student Assessment (PISA). Of these participants, 50.8% were female (M = 40.83 years, SD = 10.67). Structural equation modeling (SEM) was conducted using SPSS 22.0 and Process 3.5 to analyze key variables, including received feedback, positive emotions, feeling of trust, work autonomy, and teachers’ cooperation. Primary findings revealed a significant positive correlation between received feedback and teacher’s cooperation, both directly and indirectly. Moreover, positive emotions and trust jointly served as chain mediators in this relationship. Additionally, work autonomy significantly moderated the effect of feedback on positive emotions. Specifically, a positive correlation was observed between received feedback and positive emotions only among teachers with high levels of workplace autonomy. In conclusion, this study demonstrates that received feedback has a positive influence on teacher cooperation, both directly and through a chain-mediated pathway involving positive emotions and trust, with work autonomy moderating the initial stage from feedback to positive emotions. These findings provide an empirical basis for educational administrators to implement feedback mechanisms that support teacher autonomy, thereby fostering its interpretation as constructive information that builds positive emotions and trust, rather than as a controlling intervention.