The pre-primary education phase is crucial for nurturing a child's long-term innovative potential. Globally, nations place substantial emphasis on nurturing the innovative potential of children. Leading early education methods, like Waldorf, Orff, Montessori, and Reggio, emphasize the importance of cultivating innovative skills.The 2015 'Guidelines on Learning and Development for Children Aged 3 to 6' from the Chinese Ministry of Education highlight the importance of nurturing creativity in children[1].
In addition, there is an urgent need for reform and innovation in China's preschool education to improve access to quality education for more children.the rapid expansion of pre-primary education in Chinese mainland in the past decade,in 2010, 29.7 million children were enrolled, a 56.6% enrollment rate. By 2022, this grew to 48 million children and an 88.1% enrollment rate[2]. Along with increased enrolment opportunities, has shifted parental demand from mere access to a greater emphasis on the quality of pre-primary education.The necessity to foster creative skills in young children and enhance the quality of educational resources underscores the pressing demand for change and innovation in China's preschool sector.
Innovative behaviors are actions by individuals meant to create, develop, or apply something new, like products, technologies, or services, or to enhance existing processes, boosting an organization's efficiency and effectiveness[3]. As teachers play a central role in education and the implementation of teaching methods, their innovative behaviors are crucial for transformative education [4].Educational institutions entrust educators with the responsibility of introducing innovative ideas and contributing to improvements in processes[5]. In China, encouraging innovation among educators is a key policy imperative. The 'Modernization of Education in China 2035' articulates a strategic vision encompassing the 'cultivation of a high-caliber, specialized, and innovative teaching workforce,' with the explicit objective of substantial enhancement in teachers' comprehensive competencies, specialization levels, and innovation capabilities by the year 2035[6].Therefore, there is a need to improve teachers' innovative capacity and liberate their innovative behaviors to aiding young learners in achieving evolving developmental milestones.
However, Chinese kindergarten teachers' innovative behaviors are inhibited.In China, despite the demanding nature of their work, early childhood teachers do not receive adequate recognition from society for their professional status, and kindergarten teachers have relatively low social standing. This situation is exacerbated by insufficient government investment, leading to lower salaries for early childhood teachers compared to other educators.Moreover, historically, the lack of government oversight before 2010 led to kindergartens prioritizing profits over quality, causing irregularities and incidents that severely damaged parental trust. This loss of trust persists, fostering an environment where teachers fear making mistakes[7, 8]. Consequently, these factors lead to diminished psychological security and work commitment among teachers, heightening turnover rates and allowing unqualified individuals to enter the profession. This chain of events undermines teachers' motivation and their capacity for innovation.
The prerequisite for liberating teachers' innovative behavior is to figure out the factors that influence it.In recent years, scholarly interest has grown in examining the factors influencing teacher innovative behavior, with a particular focus on educators in universities, primary schools, and secondary schools[9–12]. Paradoxically, despite the importance of innovative behaviors among kindergarten teachers, this specific group has receivd relatively limited attention in existing literature. So what are the factors that can influence teachers' innovative behavior behavior?
Leadership is instrumental in shaping teachers' innovative behavior (Thurlings et al., 2015). With China's increasing transportation, technological advancements, and openness have led to greater movement of people and information exchange, resulting in a diverse kindergarten teaching staff. Chinese organizational culture emphasizing collectivism,often limits teacher autonomy,even if in kindergartens.The importance of interpersonal relationships in Chinese organizations further underscores the need for relational leadership (Mendelsohn, 2021).Given the emphasis on obedience, collectivism, interpersonal relationship and the growing diversity in the teaching workforce, inclusive leadership emerges as a potentially fitting style for Chinese kindergartens.This leadership style can effectively encourage teachers' innovative behaviors.
Inclusive leadership, central to relational leadership, involves behaviors where leaders invite and value team members' opinions, shaping their belief that their contributions are genuinely appreciated, as outlined by Nembhard and Edmondson [13]. Carmeli, et al. [14] extend this area of research by referring to inclusive leadership as a specific form of relational leadership, which he describes as leaders who demonstrate openness, accessibility, and availability in their interactions with followers. Openness refers to the practice of leaders involving subordinates in decision-making and ensuring that information can be freely exchanged between leaders and subordinates. Accessibility means that the leader can provide professional guidance and assistance to subordinates. Accessibility means a strong connection between the leader and subordinates[14].
Teacher efficacy is a teacher's belief in their ability to organize and implement the courses of action needed to successfully complete a specific teaching task in a given context[15]. Self-efficacy acts as a mediator, forming a bridge between the environment and individual behavior[16].Research has shown a positive relationship between teacher efficacy and teaching outcomes, job commitment[17], and teaching behaviors[18].
Psychological safety is defined as individuals' perceptions of the consequences of taking interpersonal risks in environments like the workplace [5, 19]. In a psychologically safe setting, individuals freely express their genuine feelings without fear of negative consequences[20]. Numerous studies indicate that psychological safety mediates the link between factors like organizational context, team attributes, and leadership, and outcomes such as team innovation, performance, and learning [5, 19].
This study aims to investigate how principal inclusive leadership impacts teachers' innovative behaviors, with a focus on teacher efficacy and psychological safety as sequential mediators. Moreover, it also explores the mechanism of interaction of these four variables in the model.Attempting by principal inclusive leadership to influence teacher efficacy, and then influencing teachers' psychological safety, to create a fearless kindergarten environment, and ultimately to liberate teachers' innovative behaviors.
Principal inclusive leadership and teachers' innovative behavior. The core of social exchange theory is the idea that individuals form and maintain relationships based on expected reciprocal benefits [21]. Such exchanges involve two-way, mutually beneficial interactions that can be economic, social, or a combination of both resource [22]. In kindergartens, Inclusive leadership by principals strengthens their bond with teachers, enhancing communication, appreciation, and interpersonal relationships. This leads to teachers feeling more valued and motivated, fostering a positive emotional state. As a result, they invest more in kindergarten goals and are willing to innovate beyond their typical roles, further enriching the reciprocal relationship.
Moreover, multiple studies have shown the positive influence of inclusive leadership on various aspects of subordinates' innovation. Carmeli, et al. [14] delved into the mechanisms linking inclusive leadership to employee innovation. They argued that the attributes of openness, approachability, and accessibility displayed by inclusive leaders significantly enhance employee satisfaction and contribute to the expansion of employee knowledge. These outcomes collectively act as catalysts for motivating innovative behavior among employees. Furthermore, Fang, et al. [23] empirically demonstrated that inclusive leadership, characterized by encouragement, recognition, respect, and equitable treatment, has a notably positive impact on employees' creative thinking and subsequent innovative outcomes.Therefore, we propose:
H1:Principal inclusive leadership significantly and positively influences teachers' innovative behavior.
Principal inclusive leadership, teacher efficacy, and teachers' innovative behavior. Bandura's Social Cognitive Theory offers a useful framework for understanding how inclusive leadership by principals affects teachers' innovative behavior through teacher efficacy. This theory highlights the dynamic interplay between environmental factors, personal factors (beliefs, motivation, cognition, and self-efficacy), and human behavior [24]. Of particular significance is self-efficacy, acting as the primary mediator between the environment and individual behavior[16]. In our study, principals' inclusive leadership falls under the environmental factors, teacher efficacy is a personal factors, and teachers' innovative behavior represents human behavior.Thus, principal inclusive leadership, teacher efficacy, and teacher innovative behavior may interact, with teacher efficacy acting as a mediator in the relationship between principal-inclusive leadership and teacher innovative behavior.
Self-efficacy is influenced by four main factors: personal achievement experiences, observational learning, verbal persuasion, and emotional arousal [25]. Inclusive principals contribute to teachers' achievement experiences by providing guidance and professional support, facilitating tangible success accumulation. They also foster open discourse about organizational goals and encourage teachers to share experiences, indirectly promoting experiential learning [26]. Additionally, inclusive leadership values and acknowledges teachers' contributions, boosting their self-confidence [13]. Moreover, the supportive relationships cultivated by inclusive leaders among teachers create a sense of belonging and positive emotions[27].Therefore, inclusive leadership by principals can be beneficial for teacher efficacy.
Concurrently, the principal's inclusive leadership had a positive impact on teachers' innovative behaviors after fostering increased teacher efficacy.High self-efficacy greatly influences motivation, effort, persistence, and resilience in the face of adversity[28].Individuals with high self-efficacy are more inclined to engage in complex and creative problem-solving, identifying novel issues and generating innovative ideas to address them. They are also better equipped to respond positively to unfamiliar challenges, mitigating the fear of failure[29]. On the contrary, individuals with low self-efficacy tend to conform and exhibit reduced confidence in overcoming obstacles to achieve innovative outcomes [30]. Given this analysis, we propose the following hypothesis:
H2:Teacher efficacy mediates the relationship between the principal inclusive leadership and teachers' innovative behavior.
Principal inclusive leadership, teacher psychological safety, and teachers' innovative behavior. Nembhard and Edmondson (2006) introduced the concept of inclusive leadership, emphasizing that inclusive leaders value their subordinates' contributions and create an environment for meaningful discussions and decision-making. This fosters an atmosphere where employees feel comfortable exploring new ideas and expressing opinions without fear of negative consequences, ultimately promoting innovation.
Inclusive leaders build positive relationships, respond to subordinates' needs, and convey their value, promoting psychological security [31]. When people perceive psychological safety, their fears of uncertainty and risk diminish, encouraging innovative actions[32]. A psychologically safe climate fosters trust, interaction, and communication, facilitating resource acquisition for innovation, like support from leaders or colleagues [33]. Research by Dawkins, et al. [34] highlights inclusive leadership's role in creating a secue work environment, reducing risk perceptions, and enhancing inner security. Hirak, et al. [35] also show that inclusive leadership positively impacts psychological safety, influencing employees' engagement in creative endeavors [36].
Conversely, in insecure environments, people withhold ideas, hide errors, and avoid seeking help [37]. Fear of opposition and external risks hinders innovation, especially in high-power distance cultures like China [38].Therefore, we propose the following hypothesis:
H3: Teacher psychological safety mediates the relationship between the principal inclusive leadership and teachers' innovative behavior.
Principal inclusive leadership, teacher efficacy, and teacher psychological safety. Demand-Control Model [39] suppert the connection between principal inclusive leadership, teacher efficacy, and innovative teacher behavior. In this model, both job demands and individual autonomy are vital factors that shape occupational stress. Here, "autonomy" means how much control one has over their tasks. Lower autonomy can lead to increased feelings of anxiety and insecurity. This sense of autonomy also reflects an individual's confidence in their future direction, task competence, and the trust they receive from colleagues.
Principals who lead inclusively positively affect teacher efficacy. Elevated self-efficacy is linked to increased confidence, better workplace control, higher job performance, and a greater feeling of psychological safety [39]. People with strong beliefs in their capabilities tend to feel more secure in their jobs[40]. Even when faced with unpredictable job challenges, those confident in their abilities maintain a positive perspective [41]. Moreover,research shows a negative correlation between job self-efficacy and job insecurity[40] .Thus, we put forth the following hypothesis:
H4: Teacher efficacy mediates the relationship between the principal inclusive leadership and teacher psychological safety
Teacher efficacy, teacher psychological safety and teachers' innovative behavior. Teachers with strong efficacy are more confident, better equipped to handle job challenges, and more resilient to professional setbacks. They can assess their skills effectively and take control of their work environments, leading to enhanced psychological safety[36].
Moreover, increased psychological safety encourages proactive actions, including innovation and ongoing improvement. Such safety reduces fears related to new ideas, identifying issues, and initiating changes, diminishing concerns about potential negative consequences. Employees feeling secure are thus more likely to propose and implement change [42]. Similarly, Carmeli, et al. [14] found that employees with high psychological safety tend to have positive work attitudes and are more inclined to innovate. Based on these insights, the following hypothesis is proposed:
H5:Teacher psychological safety mediates the relationship between teacher efficacy and teachers' innovative behavior.
The sequential mediation role of teacher efficacy and psychological safety.The control-demands model identifies two primary stress factors in the workplace: job demands and decision latitude (control). Employees possess a high degree of control leads to positive outcomes for employees irrespective of job demands, boosting psychological well-being and safety. High demands paired with high control increase motivation and job performance. Low demands with high control result in a relaxed, stress-free environment. Conversely, low control has a detrimental effect on employees, regardless of demands. When both are low, employees feel disengaged and negative. The most stressful situation arises when demands are high and control is low [39].
Earlier, we noted that inclusive leadership by principals likely boosted teacher efficacy and autonomy. This increased efficacy, coupled with a sense of control and autonomy, serves to reduce work-related anxiety and stress while enhancing psychological security. When teachers feel psychologically secure, they are more inclined to initiate innovative approaches, breaking away from conventional methods[36].
Taking a different perspective, innovation is a demanding job that goes beyond routine tasks. Inclusive leadership by principals is a style of leadership that tends to give teachers autonomy and can provide a supportive environment for teacher efficacy. At the same time, an increased sense of efficacy will also favor increased teacher autonomy. Teachers' autonomy and sense of control are conducive to reducing inefficacy insecurity and gaining a sense of psychological security. This in turn leads to increased motivation, increased motivation and ability to adopt innovative practices, realize innovative visions, and ultimately achieve work breakthroughs. As a result, we propose the following hypothesis:
H6: Teacher efficacy and teacher psychological safety sequentially mediate the relationship between principal inclusive leadership and teachers' innovative behavior.
Building on the mentioned theories and hypotheses, we introduce a conceptual model (Fig. 1).