Innovation Management and Teacher Well-Being in Higher Education: A Literature Review

This literature review examines the relationship between innovation management practices and teacher well-being in higher education institutions, with particular focus on contexts facing resource constraints and regional disparities. Drawing on diffusion of innovation theory, the Knowledge-Attitude-Practice model, and motivation theory, the review synthesizes international research to identify how strategic planning, resource allocation, incentive mechanisms, and evaluation systems influence teacher development and well-being outcomes. The analysis reveals that innovative teacher traits—including openness to new knowledge, creative thinking abilities, and student-centered pedagogies—mediate the relationship between institutional innovation management and teacher well-being across professional, emotional, and pedagogical dimensions. International evidence from South Korea, Singapore, Finland, and Canada demonstrates that contextualized innovation management can simultaneously enhance institutional competitiveness and teacher welfare. The review concludes with recommendations for evidence-based practices that align innovation initiatives with teacher support systems, contributing to Sustainable Development Goals for quality education and well-being.