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. 2022 Jul 8;17(7):e0271195.
doi: 10.1371/journal.pone.0271195. eCollection 2022.

Promoting teaching innovation of Chinese public-school teachers by team temporal leadership: The mediation of job autonomy and the moderation of work stress

Kai Li  1 , Guiqin Zhu  2
Affiliations

Promoting teaching innovation of Chinese public-school teachers by team temporal leadership: The mediation of job autonomy and the moderation of work stress

Kai Li et al. PLoS One. .

Abstract

This study examines the impact of team temporal leadership, leaders' behaviors regarding scheduling, allocating time resources, and coordinating team members, on teachers' innovative behavior. Questionnaire surveys on 2021 Chinese elementary and secondary public-school teachers show that team temporal leadership exerts a significant positive direct effect on teaching innovation and the effect can be facilitated through the mediation of job autonomy. Moreover, both the direct effect and the second-leg of the mediation effect are moderated by work stress. These suggest that, at least in certain educational settings, teaching innovation can benefit from leaders' appropriate scheduling and synchronization of time resources. The results also emphasizing the roles of job autonomy and work stress during this time-based team management.

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Conflict of interest statement

No conflicts of interest are declared. All authors have approved the final article.

Figures

Fig 1
Fig 1. Job autonomy mediates the relationship between temporal leadership and reaching innovation.
** p<0.01, *** p<0.001.
Fig 2
Fig 2. The moderation of work stress.
** p<0.01, *** p<0.001.
Fig 3
Fig 3. Simple slope analysis on the moderation of work stress.
See this image and copyright information in PMC

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