The Influencing Factors of Instructional Innovation Capability of Newly Recruited Teachers in Jiangsu Province

Abstract

In response to China’s ongoing educational modernization and the increasing emphasis on pedagogical innovation, newly recruited teachers have emerged as key agents in driving instructional reform. However, their instructional innovation capability is often shaped by psychological and contextual factors. This study aims to research the influencing factors of instructional innovation capability of newly recruited teachers in Jiangsu Province, with a particular focus on three dimensions derived from Self-Determination Theory: teaching autonomy, teaching competence, and interpersonal support.
A quantitative research design was adopted. Data were collected from 237 newly recruited teachers working in public primary and secondary schools across Jiangsu Province using a structured questionnaire consisting of 20 items. Each psychological factor was measured with five Likert-scale items, and instructional innovation capability was treated as the dependent variable. Statistical analyses included descriptive statistics, Pearson correlation, and multiple regression analysis.
The results indicated that all three psychological factors—teaching autonomy, teaching competence, and interpersonal support—had significant positive correlations with instructional innovation capability. Among them, teaching competence demonstrated the strongest predictive power (β = 0.278), followed by teaching autonomy (β = 0.243) and interpersonal support (β = 0.234). The regression model explained 21.9% of the variance in innovation capability, suggesting that psychological enablers play a critical role in shaping early-career teachers’ instructional behaviors.
The study concludes that enhancing teaching competence and autonomy, while fostering a supportive interpersonal environment, is essential for promoting instructional innovation among newly recruited teachers. Practical recommendations include establishing bounded autonomy systems, embedding competence-oriented training in induction programs, and institutionalizing peer collaboration structures. These findings offer actionable insights for school administrators and policymakers aiming to cultivate a sustainable culture of innovation in education.

Keywords: instructional innovation capability, newly recruited teachers, teaching autonomy, teaching competence, interpersonal support, Self-determination Theory, Jiangsu Province

6617195708, 2568 (2025). Pan Yifan, Advisor: Dr. Ma Yu, สารนิพนธ์ (Independent Study), The Influencing Factors of Instructional Innovation Capability of Newly Recruited Teachers in Jiangsu Province, นำเสนอในที่ประชุมวิชาการ (Conference), The 18th National and International Academic Conference 2025, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย