Download Full PDF

Chunxiu Long

Xinru Ren

Fangqin Li

Hubei University of Technology, Wuhan, China

 

Abstract

Teacher innovation (TI) is essential for educational sustainability and talent development. However, the mechanisms through which TI is generated remain underexplored. Based on Self-Determination Theory, this study explored the direct and indirect relationships between Professional Learning Communities (PLCs), teachers’ intrinsic motivation (IM), and TI, with a specific focus on the mediating effect role of IM. Data from 198 Chinese Teachers of Foreign Languages (CTFLs) were analyzed with SPSS Statistics 26 and AMOS 26, and the results showed that: (1) CTFLs demonstrate a comparatively high level of perceived PLCs, IM, and TI; (2) PLCs play a significant positive impact on TI, among which the dimension of shared vision (SV) plays a comparatively more salient role than other dimensions; (3) PLCs also positively influence TI indirectly through the mediation of teacher IM. Implications for innovative teaching practices in higher education and potential limitations of the study were discussed.

 

Keywords

Professional learning communities, intrinsic motivation, teacher innovation, higher education