教师教学创新的组态因素效应与驱动路径研究OA

Teaching innovation is both a core direction of teachers'professional development and a key driver of high-quality educational reform.While current research has extensively discussed strategies for promoting teachers'teach-ing innovation,few studies have revealed the combined interaction mechanisms of multiple factors from a configura-tional perspective,leaving the multiple driving paths insufficiently explained.Drawing on the SECI Knowledge Crea-tion Spiral Theory and the Job Demands-Resources theory,this study adopts the fuzzy-set Qualitative Comparative A-nalysis(fsQCA)method to analyze 459 public middle and high school teachers in Shanghai,examining how combina-tions of five antecedent conditions—knowledge sharing,challenging pressure,obstructive pressure,instrumental sup-port,and emotional support—trigger teachers'teaching innovation behaviors and identifying the multiple driving paths.The study finds that teaching innovation depends on specific condition combinations rather than single factors,and accordingly extracts four typical driving paths:the natural growth type,the stress-driven type,the external man-datory type,and the leveraging external forces type.Schools should value the foundational role of knowledge sharing and match differentiated support strategies with teachers'current stress situations to precisely promote teaching innovation.