How does teacher collaboration impact teachers’ innovation ability? The chain mediation of teaching motivation and teaching efficacy

Shibo Qin, Songbo Jia () and Shiwei Su ()
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Shibo Qin: Nanjing Normal University
Songbo Jia: Henan University of Economic and Law
Shiwei Su: Henan University of Economic and Law

Palgrave Communications, 2025, vol. 12, issue 1, 1-12

Abstract: Abstract Previous studies have established a link between teacher collaboration and innovation ability, yet the underlying mechanisms, particularly the mediating roles of teaching motivation and teaching efficacy remain insufficiently explored. Drawing on Group Dynamics Theory and Social Cognitive Theory, this study addresses this gap by employing data from TALIS 2018 Shanghai, which surveyed 3976 junior high school teachers and 198 principals selected through a stratified random sampling method. A structural equation model (SEM) was then constructed for analysis. The findings reveal that teacher collaboration significantly enhances innovation ability with teaching motivation and teaching efficacy acting as both independent mediators and a chain-mediated mechanism. Notably, the pathway through which teaching motivation strengthens teaching efficacy, which subsequently drives innovation practice, demonstrates the most robust mediating pathway. This study advances research on teacher collaboration and innovation by uncovering the psychological and social mechanisms that drive innovative behavior. It offers practical insights into fostering teacher innovation through the integration of collaboration, motivation, and efficacy in educational settings.

Date: 2025
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DOI: 10.1057/s41599-025-04965-y

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