A Study On The Relationship Of Challenge-hindrance Pressure,Creative Self-efficacy And Teacher's Innovative Work Behavior

Improving teachers' ability to innovate is an important goal in the construction of our country's teacher team in recent years.From the perspective of the state,the teachers' high ability to innovate is the key to maintaining the advanced and innovative nature of education in China.From the perspective of the school,the ability of teachers to innovate is a prerequisite for cultivating students' innovative qualities.From the perspective of teachers,innovation ability and teacher professionalism Development promotes each other and influences each other.Innovation work behavior is a key indicator to measure teachers' ability to innovate.Therefore,it is necessary to study the factors that affect the behavior of teachers' innovative work in order to enhance teachers' awareness of innovation and enhance teachers' ability to innovate.Studies have shown that teachers' innovative work behavior is affected by many factors including social demographics,individual differences,work,tasks,and organization.This study selected challenging-obstructive stress as an external factor and innovative self-efficacy as an internal factor to explore its impact on the behavior of secondary school teachers' creative work.This study selected 682 secondary school teachers from Shanxi and Shaanxi provinces as subjects to examine the characteristics of challenging-hindrance stress,innovative self-efficacy,and teachers' innovative work behavior and the relationship among the three.The findings are as follows:1.The innovative work behavior of the teachers in the middle school includes ideas generation and ideas implementation,which has good reliability and validity,and can become an effective measuring tool for teachers' innovative work behavior.2.The middle school teachers' challenging-hindrance stress is at the moderate level,the challenge pressure is greater than the hindrance stress.There are differences in sex,seniority,education,urban and rural areas.Male teachers' hindrance pressure is greater than female teachers,skilled teachers are more challenging,and novice teachers are hindered by pressure,the lower the degree of education,the higher the challenge-hindrance pressure of the teachers,the more challenging-hindrance pressure of urban teachers than the rural teachers.3.Middle School teachers' innovative self-efficacy is better,and there are differences in gender,seniority,education,urban and rural areas.Among them,female teachers are higher than male teachers,and the sense of innovation self-efficacy increases first and then decreases with seniority,the higher the degree of education,the higher the teachers' innovative self-efficacy,the urban teachers' innovative self-efficacy is more than the rural teachers.4.The high school teachers' innovative work behavior level is higher,but the innovation idea implementation level is lower than the innovation idea generation.There is no difference in education,but differences in gender,seniority,urban and rural,male teachers innovative ideas generation level is higher than female teachers,the seniority of 11-15-year teachers' innovative work behavior reached a peak,the urban teachers' innovative work behavior level is higher than the rural teachers.5.There are significant positive correlation between challenge pressure,creative self-efficacy and teachers' innovative work behavior;and negative positive correlation between hindrance pressure,creative self-efficacy and teacher's innovative work behavior;and positive correlation between creative self-efficacy and teachers' innovative work behavior.6.Creative self-efficacy played a mediating role in the relationship between challenge pressure and teachers' innovative work behavior,hindrance pressure and teachers' innovative work behavior.the mediating effects accounted for 11.20% and 11.65% of the total effect.