Influence of kindergarten principals' contingent rewards on teachers' creative teaching performance: Testing a moderated-mediated model.
Yanzhen Xu, Ya Liu, Maoyong Huang and 1 others
PMID 38143410WHAT IT FOUND
Kindergarten teachers reported higher creative teaching when principals used contingent rewards, but this worked indirectly through organizational support and culture.
Supportive cultures boosted creativity, while bureaucratic ones reduced it. Teachers with strong ideological contracts benefited more.
Key findings
01Contingent reward leadership was positively associated with organizational innovation support, which in turn positively affected creative teaching performance.
02Innovative organizational culture positively predicted creative teaching, whereas bureaucratic organizational culture had a negative effect.
03Ideological psychological contracts positively moderated the relationship between organizational innovation support and creative teaching performance.
STILL TO COME
How it was doneWhat they found
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What it does not show
The study was conducted only with preschool teachers in China, so findings may not generalize to other cultural or educational contexts. Data were collected via self-report questionnaires, which may introduce common method bias. The cross-sectional design cannot definitively prove causality, only associations. No qualitative interviews were conducted to explore the underlying mechanisms in depth.
The easy way to misread this
Do not assume that contingent rewards directly cause creative teaching. The study found that rewards work indirectly through organizational support and culture, and that bureaucratic cultures can negate the benefits.