School‐Based Teaching Research and Teacher Innovation: A Person‐Centred Study of Teacher Profiles in China

ABSTRACT Promoting teacher innovation is critical for improving educational quality and responding to complex classroom demands. Although participation in school‐based teaching research (SBTR) is institutionalized in China, its effectiveness in enhancing teaching innovation remains unclear. Drawing on social cognitive theory, this study adopts a person‐centered approach to examine how SBTR relates to teaching innovation among 462 Chinese primary teachers. Latent profile analysis identified four profiles based on creative self‐efficacy and perceived school innovative support: Advantaged Innovators, Self‐driven Innovators, Supported Novices, and Constrained Innovators. Teaching experience and school location significantly predicted profile membership. Teaching innovation behaviour differed significantly across profiles, with Advantaged Innovators reporting the highest levels. Participation in SBTR was positively associated with innovation behaviour for all profiles except Advantaged Innovators. However, the magnitude of these associations did not differ significantly across profiles. These findings highlight profile‐specific patterns in the relationship between SBTR participation and teaching innovation and underscore the value of differentiated professional development.