From principal innovation to principal-perceived collective teacher innovativeness: the mediation of work engagement and the moderation of individual uncertainty avoidance

Purpose This study tested a theoretical model where principal innovative work behaviour served as the independent variable, principal-perceived collective teacher innovativeness as the dependent variable, principal work engagement as the mediator, and individual uncertainty avoidance orientations as the moderator. Design/methodology/approach The study sample comprised 368 principals working in public schools across Türkiye. The measurement model was tested using confirmatory factor analysis, while hypotheses were tested via Hayes’ PROCESS macro for SPSS. Findings Principal innovative work behaviour was positively related to principal-perceived collective teacher innovativeness, both directly and indirectly through principal work engagement. The indirect relationship was moderated by individual uncertainty avoidance orientations, being stronger at its lower levels. Originality/value This study integrates the Job Demands-Resources, Conservation of Resources, and contingency theories, illustrating how principals’ innovative behaviour and engagement are associated with principal-perceived collective teacher innovativeness within conditions of individual uncertainty avoidance orientations.