Influence of Perceived Organizational Support on Innovative Teaching: Insights from University Teachers in Yunnan Province, China

Abstract

High-quality education is critical for achieving the Sustainable Development Goals (SDGs) and fostering human capital development. However, the process of building human capital through higher education in Yunnan Province, China, remains in its early stages. Consequently, there is a pressing need for innovative teaching approaches to address existing resource barriers. This study investigates how knowledge sharing influences innovative teaching, as mediated by Perceived Organizational Support, among university educators in Yunnan Province, China. Additionally, it explores the roles of Organizational Citizenship Behaviour and Transformational Leadership within this influential framework. Data for this online survey collected from full-time lecturers at four universities in Yunnan Province, employing Partial Least Squares Structural Equation Modelling (PLS-SEM) for analysis. The results indicate that Perceived Organizational Support fosters innovative teaching through Knowledge Sharing. Furthermore, Organizational Citizenship Behaviour found to mediate the relationship between Perceived Organizational Support and Knowledge Sharing. Additionally, leaders exhibiting transformational leadership traits effectively moderate the relationships between Perceived Organizational Support, Knowledge Sharing, and Innovative Teaching. These findings offer valuable insights for supporting innovative teaching practices in Yunnan Province and comparable regions.