From principal innovation to principal-perceived collective teacher innovativeness: the mediation of work engagement and the moderation of individual uncertainty avoidance

Abstract

Purpose This study tested a theoretical model where principal innovative work behaviour served as the independent variable, principal-perceived collective teacher innovativeness as the dependent variable, principal work engagement as the mediator, and individual uncertainty avoidance orientations as the moderator.Design/methodology/approach The study sample comprised 368 principals working in public schools across T & uuml;rkiye. The measurement model was tested using confirmatory factor analysis, while hypotheses were tested via Hayes' PROCESS macro for SPSS.Findings Principal innovative work behaviour was positively related to principal-perceived collective teacher innovativeness, both directly and indirectly through principal work engagement. The indirect relationship was moderated by individual uncertainty avoidance orientations, being stronger at its lower levels.Originality/value This study integrates the Job Demands-Resources, Conservation of Resources, and contingency theories, illustrating how principals' innovative behaviour and engagement are associated with principal-perceived collective teacher innovativeness within conditions of individual uncertainty avoidance orientations.