Conceptualizing the Antecedents of Teacher Innovative Behavior in the Digital Age

Abstract

Based on Social Cognitive Theory, this conceptual paper proposes a comprehensive framework to unpack the psychological mechanisms and boundary conditions that translate human-AI collaboration into teacher innovative behavior. Specifically, the model identifies AI self-efficacy as the central cognitive mediator that bridges teachers' collaborative experiences with AI to their proactive innovations. Furthermore, the framework positions organizational innovative climate as a crucial contextual moderator, highlighting that a supportive, resource-rich school environment is essential to amplify the positive effects of teachers' AI self-efficacy on innovative actions. Ultimately, this study provides educational policymakers and administrators with a theoretical roadmap to mitigate technology-induced burnout by actively cultivating teachers' psychological capital and fostering an innovation-oriented school culture.