Nurturing Innovation in the Classroom: The Mediating Role of Psychological Capital in the Association Between School Climate and Teachers' Innovative Behavior in Nanjing Kindergartens

ABSTRACT The United Nations’ Sustainable Development Goals identifies education as an essential pillar for progress. As an anchor of learning, early childhood education must be given high priority worldwide. Innovative teaching practices are imperative to ensuring the quality and sustainability of early education. This study examines the correlations among kindergarten teachers' perceptions toward school climate, psychological capital, and innovative behavior. Structural equation modeling was used to collect information from the 560 surveys from kindergarten teachers in Nanjing, China. The analysis revealed that a positive school climate directly encourages teachers to engage in innovative behavior. However, psychological capital also mediates the relationship between the two dimensions. Similar to the existing research, this study observes that innovation benefits from a conducive environment and adequate psychological resources. These findings reflect the need for early childhood educators to cultivate a climate built on cooperation and creativity. Within this environment, educators can foster their potential for innovation through programs that can reinforce their psychological capital. These outcomes offer insightful recommendations that support innovative behavior and uphold the quality of teaching in early education.