Factors influencing music teachers’ innovative behaviour in Chinese higher normal universities: An empirical study based on Social Cognitive Theory

As part of the current education reform and the growing need for creativity, this research discusses the factors affecting the innovative behaviour of the music teachers at Chinese higher normal universities. Based on Social Cognitive Theory (SCT), a structural model is proposed that combines both environmental components (social support, reward systems, and facilitating conditions) and individual factors (subject-specific pedagogical skills, work engagement, teaching self-efficacy, and anxiety). A cross-sectional survey was conducted to collect data from 206 music teachers at diverse universities in China, and the data were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results revealed that reward systems and teaching self-efficacy directly and significantly influenced innovative behaviour. At the same time, social support and facilitating conditions had indirect effects mediated through self-efficacy and pedagogical competencies. Notably, work engagement and anxiety do not have a significant direct impact on innovation. The results of the study continue to expand knowledge of contextual and psychosocial mechanisms that jointly influence innovation among higher education faculty in arts disciplines. The results of the study bear practical implications for institutional policy and teacher development programs aimed at fostering innovation in music education.