Teacher Competence and Creativity Performance at Research-oriented UniversitiesModerating Effect of Perceived Innovation Strategy

doi:10.15936/j.cnki.1008-3758.2015.06.006

Abstract

Abstract: Taking teachers at research-oriented universities as the research object， this study reveals the mechanism of perceived innovation strategy to affect teacher competence and creativity performance in the Chinese context. The findings are as follows. Firstly， teacher competence at research-oriented universities has a positive effect on creativity performance and the effect mainly comes from such dimensions as interpersonal feature and scientific research driving force; meanwhile， compared to their female counterparts， male teachers have higher creativity performance， and compared to lecturers， professors have higher creativity intention. Secondly， perceived innovation strategy plays a moderating role in the relationship between teacher competence and creativity performance at research-oriented universities; meanwhile， compared to lecturers， professors competence has a stronger impact on creativity performance with higher perceived innovation strategy. Based on the above analysis， specific management implications are put forward from the perspectives of creativity performance promotion and innovation strategy planning and implementation.

Key words: research-oriented university, teacher competence, creativity performance, perceived innovation strategy

CLC Number:

C936
G443

JIA Jian-feng， WANG Wen-juan， DUAN Jin-yun. Teacher Competence and Creativity Performance at Research-oriented UniversitiesModerating Effect of Perceived Innovation Strategy[J]. Journal of Northeastern University(Social Science), 2015, 17(6): 579-586.

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