Research On The Cultivation Strategy Of Innovative Behavior Of Primary And Secondary School Teachers

In recent years,the cultivation of innovative talents has become a hot topic in the academic circle,and the innovative behavior of teachers plays an indispensable role in the cultivation of young students’ innovative ability.Based on this,this study focuses on teachers’ innovative behavior,adopts literature method,interview method and questionnaire method,takes primary and secondary school teachers as the research object,to study the status quo and influencing factors of teachers’ innovative behavior,and puts forward targeted feasible countermeasures.Through the research,the following conclusions are drawn:Firstly,the comprehensive interview and questionnaire survey results show that there are four main problems in the innovative behavior of primary and secondary school teachers:lack of innovative ideas,less implementation of innovative behavior,low innovation recommendation and the uneven level of innovative behavior of different teachers.Secondly,we can find through the interview results that there are three main factors influencing the innovative behavior of primary and secondary school teachers:1.Leadership factors include leadership style,relationship between superiors and subordinates,and innovation support to teachers;2.School factors include performance system,altitude towards errors,innovative training programs for teachers and workload of teachers;3.Teachers’ personal reasons include teacher’s personal characteristics conducive to innovation,educational ideas,innovation self-efficacy and knowledge structure.Thirdly,questionnaires were used to explore the relationship between transformational leadership,performance climate,promotion focus and leadership identity and teachers’ innovative behavior.The results show that:1.Performance climate can mediate the relationship between transformational leadership and teachers’ innovative behavior;2.The promotion focus can moderate the predictive effect of performance climate on teachers’ innovation behavior;3.Leader identification moderates the predictive effect of transformational leadership on teachers’ innovative behavior.These findings well verified the subjective qualitative research results obtained from the above interviews in an objective and quantitative way,and also indicated that the teacher innovation behavior is the result of the interaction of the above factors.Fourthly,based on the above research results,this paper proposes strategies to improve the innovative behavior of primary and secondary school teachers from the perspective of education managers.1.It is suggested to adopt a leadership style conducive to promoting innovative behavior,improve teachers’ recognition of leaders and provide innovative support for teachers.2.It is suggested to formulate reasonable performance appraisal system,carry out error management and reduce the burden of teachers’ work.3.The leaders should attach importance to the personal characteristics of teachers,update their educational cognition,pay attention to the cultivation of their innovative ability and optimize their knowledge structure.