Influence of perceived organizational support on innovative teaching: insights from university teachers in Yunnan Province, China

Abstract

High-quality higher education can provide a solid support for the achievement of sustainable development goals and the development of human resources. However, the current stage of higher education development in Yunnan Province is still at the starting type, requiring innovative teaching within the constraints of limited economy and resources to pursue high-quality education.· This study aims to investigate how perceived organizational support influences innovative teaching among university teachers in Yunnan Province, and explores the roles of knowledge sharing, organizational- citizenship behavior, and transformational- leadership- in- this influencing mechanism. This research targeted full-time teachers from four universities in Yunnan Province and collected data through an online survey. The data analysis was conducted by Partial Least Squares Structural Equation Modeling (PLSSEM). The results show that knowledge sharing, under the influence of perceived organizational support, can actively promote innovative teaching. Organizational citizenship behavior plays a mediating role in the relationship between perceived organizational support and knowledge sharing. In addition, transformational leadership can effectively moderate the interactive relationship between perceived organizational support, knowledge sharing, and innovative teaching. This study can scientifically and effectively help Yunnan Province and similar regions promote innovative teaching.