Perceived Principal's Instructional Leadership and Creative Teaching Behaviors: The Mediating Role of Knowledge Sharing Among University Teachers in Jiangsu of China

Abstract

This study investigates how teachers' perceived instructional leadership of university presidents influences their creative teaching behaviors in Jiangsu, China, and examines the mediating role of knowledge sharing. Drawing on social exchange theory, this current study surveyed 770 teachers from four universities in Jiangsu; 738 valid responses were returned, yielding a 95.84% response rate. Results indicate that teachers' creative teaching behaviors differ significantly by gender, years of teaching experience, and highest degree earned; perceived instructional leadership exerts a significant positive effect on creative teaching behaviors; and teachers' knowledge sharing is positively related to creative teaching behaviors. Crucially, knowledge sharing serves as a full mediator in this relationship. Furthermore, teachers' psychological factors (such as intrinsic motivation and emotional state) play a key role in creative teaching behavior. Moreover, teachers' psychological factors (e.g., intrinsic motivation, emotional state) are identified as key antecedents influencing these mediated pathways.