Abstract
Teachers’ innovative behavior contributes to students’ academic achievements, school innovation, and even the quality of education. This study aims to investigate the correlations between teacher autonomy, creative self-efficacy, and innovative behavior from the perspectives of Chinese university EFL teachers. The significance of the current study lies in exploring how different motivational mechanisms influence teachers’ innovative behavior, providing references for improving their teaching effectiveness and professional development. The main research question that guided this study was: What are the interrelationships between teacher autonomy, creative self-efficacy, and innovative behavior among EFL teachers? This study recruited 297 Chinese university EFL teachers as the sample, inviting them to fill in a self-reported questionnaire to assess teacher autonomy, creative self-efficacy, and innovative behavior. Results showed that teacher autonomy positively predicted teachers’ creative self-efficacy and innovative behavior; creative self-efficacy partially mediated the relationship between teacher autonomy and innovative behavior. The findings suggest that education administrators should offer teachers autonomous support and tailored training programs to inspire their innovation. Additionally, teachers may work collaboratively with their colleagues and obtain peer support to execute innovative practices, which facilitates both students’ innovative performance and teachers’ professional development. Finally, as innovative behavior is complex and dynamic, future research may add other organizational and individual factors while considering cultural differences and institutional systems to explore teachers’ innovative behavior.