Factors Affecting Teachers’ Educational Innovation Competency in Private Universities in Shaanxi Province: Effect of Salient Model
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Abstract
The objectives of this research were: (1) To examine the influence of knowledge, beliefs, and attitudes on educational innovation competency; (2) To investigate the impact of knowledge, beliefs, and attitudes on salient factors in educational innovation competency contexts; and (3) To determine whether salient factors mediate the relationship between knowledge, beliefs, attitudes, and educational innovation competency. The research methodology was quantitative research. It selected 486 teachers from 10 private universities in Shaanxi as subjects. Using a multistage sampling method, data were collected through IOC tools and five-point scale questionnaires. The questionnaire response rate was 100% and all were valid. Data analysis was conducted using descriptive statistics, CFA, and SEM to examine how knowledge, beliefs, and attitudes affect educational innovation competency among private universities in Shaanxi Province. The research findings revealed that: (1) Knowledge and belief factors did not have a significant direct effect on educational innovation competency, while attitude factors showed a marginally significant direct effect, suggesting limited direct influence of these personal factors on innovation competency; (2) Knowledge, belief, and attitude factors all had significant direct effects on salient factors, indicating that these underlying variables strongly shape the contextual elements relevant to educational innovation; and (3) Salient factors had a substantial and significant direct effect on educational innovation competency and significantly mediated the relationships between knowledge, belief, and attitude factors and educational innovation competency, highlighting their central role in linking individual dispositions with innovation capacity.
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