Linking distributed leadership to teachers’ innovation: Chain mediating roles of commitment and collaboration in Chinese schools

Abstract

Teachers’ innovative pedagogical practices are central to enhancing professional development and improving instructional effectiveness. However, empirical studies investigating the association between distributed leadership and teachers’ innovative practices were limited in the Chinese educational context. This study examines the associations between distributed leadership and teachers’ innovative practices, with teacher commitment and teacher collaboration considered as potential mediators. Through structural equation modeling analysis of the Teaching and Learning International Survey (TALIS, n = 3,772) 2018 data, the findings indicate that distributed leadership is significantly linked to teachers’ innovative practices. Furthermore, teacher commitment and teacher collaboration exert a significant mediating effect between distributed leadership and teachers’ innovative practices, demonstrating a chained mediation effect. The findings underscore the necessity of highlighting the need for decentralized leadership, enhanced teacher commitment, and structured collaboration to support educational innovation. This study contributes to the theoretical understanding of distributed leadership and provides actionable strategies for enhancing teacher professionalism and supporting educational reform initiatives.