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

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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)

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.

Suggested Citation

  • Shibo Qin & Songbo Jia & Shiwei Su, 2025. "How does teacher collaboration impact teachers’ innovation ability? The chain mediation of teaching motivation and teaching efficacy," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-12, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04965-y
    DOI: 10.1057/s41599-025-04965-y
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