Unveiling the Transformative Influence: Qualitative Insights into Teachers’ Innovative Work Behavior in Chinese Higher Education

Abstract

This article uses a qualitative research methodology to delves into the transformative influence of leadership and trust dynamics on teachers’ innovative work behavior in Chinese higher education. Through thematic analysis from 20 educators representing diverse roles, disciplines and institutions from educators, we unveil the essential role of visionary leadership, where leaders inspire a collective sense of purpose by vividly painting the future of education. Concurrently, trust, fostered through transparent communication and shared values, emerges as a cornerstone, creating a safe environment that could inspire educators to experiment with innovative teaching methods. The study also highlights the individual empowerment facilitated by transformative leadership, recognizing and valuing each educator’s unique contributions. While offering valuable insights, this research has limitations, primarily related to the qualitative nature and the specific cultural and institutional context. Suggestions for future research include the use of mixed methods, where both qualitative and quantitative research are important as the use of mixed research methods would be more comprehensive; widening the range of participants and the need to consider the impact of external factors on the educational environment.