The Impact of Perceived Knowledge-Oriented Leadership on Creative Teaching Behavior among Teachers in Private Universities in Beijing, China: The Roles of Knowledge Management and Teacher Self-Efficacy

The purpose of this research was to explore the influence of perceived knowledge-oriented leadership (PKOL) on innovative teaching behavior, and to explore the mediation effect of knowledge management and teacher self-efficacy. This research was conducted utilizing a questionnaire that was administered via convenient sampling, with a survey conducted among frontline teachers at Peking University. In all, 800 formal questionnaires were distributed, with 716 valid questionnaires collected for data analysis. The data were analyzed using SPSS and AMOS software. The results show that PKOL positively influenced creative teaching and knowledge management. It also enhanced teachers’ self-efficacy. Knowledge management positively affects creative teaching behavior. Furthermore, teachers’ self-efficacy also boosted creative teaching. Both knowledge management and self-efficacy played significant mediating roles in the relationship between leadership and creative teaching.