The Effect of Self-Efficacy on Teachers' Willingness to Innovate: The Mediating Role of Burnout

Based on Self-efficacy Theory (SET), this study aims to explore the mechanism of self-efficacy on teachers' willingness to innovate and to verify the mediating role of burnout in it. Data were collected through a questionnaire survey, with 258 valid responses obtained from primary and secondary school teachers currently in service. SPSS mediation analysis was used for data analysis.The results of the study showed that self-efficacy had a significant positive effect on teachers' willingness to innovate, while burnout played a partial mediating role between self-efficacy and willingness to innovate. Specifically, the higher the teachers' self-efficacy, the lower their burnout level, which in turn enhanced their willingness to innovate. The findings provide theoretical support and practical basis for the intervention of teacher burnout and the enhancement of innovative behaviours, as well as new perspectives for future related research.