Fostering Teacher Innovation Competency in Private Higher Education: The Role of Leadership and Institutional Support in Guangxi, China
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Abstract
This study investigates critical problems in private higher education institutions in Guangxi, China, the lack of comprehensive understanding of factors fostering teacher innovation competency, insufficient research on the specific roles of leadership and institutional support in promoting teaching innovation, and limited evidence on how these factors operate in developing regions' private higher education sector. Using a quantitative approach, data were collected from 400 teachers and administrators through a self-report questionnaire. Multiple regression analysis revealed that leadership and policy and resource support significantly and positively predicted teacher innovation competency, even after controlling for other variables. The findings highlight the importance of a holistic approach to promoting teacher innovation, emphasizing the need for strong leadership, effective policies, and adequate resources. The study contributes to understanding factors influencing teacher innovation in the context of private higher education. It provides practical implications for educational leaders and policymakers aiming to enhance innovation in teaching practices. In conclusion, this research demonstrates that policy and resource support have a slightly stronger predictive power than leadership support in fostering teacher innovation competency. The study reveals that moderate leadership and institutional support levels can maintain above-average teacher innovation competency. This suggests that strategic allocation of resources and supportive leadership practices are crucial for enhancing teaching innovation in private higher education institutions. These findings provide valuable insights for developing targeted interventions to promote teacher innovation in similar educational contexts.
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