How Ecosystemic School Leadership Influences Teachers’ Instructional Creativity? The Mediating Effect of Cognitive Adaptation Readiness

Abstract

Instructional creativity (IC) in teachers has gained more importance in the last ten years because it has a strong impact on the adaptive learning ecosystems and future-oriented learning outcomes. This paper examines the mediating effect of the cognitive adaptation readiness (CAR) of teachers between ecosystemic school leadership (ESL) and instructional creativity (IC) of teachers.). In this section, we suggested teachers CAR as one of the mediating mechanisms in the association between ESL and IC. Structural equation modelling (SEM) was used to analyse data that was collected in a sample of 399 teachers in Jordan. The findings showed that ESL had a positive and a direct influence on teachers IC, and their CAR. The results also pointed to the fact that CAR had a positive and direct correlation with teachers IC. Moreover, CAR was identified to play an important role in mediating the correlation between ESL and IC. The results demonstrate the need to reinforce the ecosystem-based leadership practices and the CAR of teachers as the tool to support the innovative practices in the changing educational settings. Our results can offer viable suggestions to formulate school leadership solutions that can facilitate adaptive thinking, creativity, and innovation in the teaching practices in contemporary education ecosystems.