Maoyong Huang

Although previous studies have established a positive correlation between perceived organizational change and teachers' work engagement, the underlying mechanisms and boundary conditions governing this relationship remain insufficiently explored. Integrating Event System Theory with Conservation of Resources Theory, this study develops a dual‐path moderated mediation model to examine how perceived organizational change influences teachers' work engagement through psychological contract violation and career resilience. Survey data were collected from 513 teachers across 15 vocational colleges in China using a two‐stage cluster convenience sampling approach. The empirical results indicate that rather than acting as a disruptive stressor, perceived organizational change functions as a positive structural event that significantly reduces psychological contract violation, thereby exerting a protective effect on work engagement. Simultaneously, this change perception actively stimulates work engagement by enhancing teachers' career resilience. Furthermore, emotion regulation capacity plays a critical moderating role within the model. Specifically, higher levels of emotion regulation significantly catalyse the motivational pathway driven by career resilience but demonstrate no significant moderating effect on the protective pathway concerning psychological contract violation. These findings provide a novel event‐resource perspective for organizational change theory in educational contexts and offer essential implications for management practices in vocational education.

Creative teaching performance plays a crucial role in enhancing educational quality and cultivating innovative talent suited for future societies. Grounded in contingency management theory, this study examines the impact of contingent reward leadership on creative teaching performance and its underlying mechanisms. Data were collected through questionnaires from 640 kindergarten teachers, and the results indicate that contingent reward leadership positively affects creative teaching performance. Perceived organizational support and knowledge‐sharing intention mediate the relationship between contingent reward leadership and creative teaching performance. Innovative culture moderates the effect of contingent reward leadership on perceived organizational support; when innovative culture is high, the impact of contingent reward leadership on perceived organizational support is stronger. However, the moderating role of innovative culture in the relationship between contingent reward leadership and knowledge‐sharing intention is not significant.

In the context of globalisation, fostering secondary vocational students with a craftsman spirit is crucial for industrial transformation and addressing contemporary needs. Based on social cognitive career theory, this study explores the mechanism through which professional ability influences craftsman spirit among secondary vocational students as well as the mediating role of career decision‐making self‐efficacy and the moderating role of goal realisation in this process. We tested our hypotheses using data gathered from 650 secondary vocational students; the results suggested that secondary vocational students' professional ability have a significant positive impact on the craftsman spirit. We also found that career decision‐making self‐efficacy partially mediates the effect of professional ability on craftsman spirit. Further, we found that self‐concordant goal realisation positively moderates the relationship between professional ability and career decision‐making self‐efficacy. We offer theoretical guidance and practical implications for cultivating craftsman spirit among students in secondary vocational institutions.

Entrepreneurship education is pivotal in augmenting entrepreneurial propensity among students in higher vocational institutions, facilitating the emergence of tangible innovative and entrepreneurial activities. However, research on the effects of various entrepreneurial education models on students' entrepreneurial intentions is limited. This study introduces a moderated mediation model to investigate the intricate mechanisms and contextual conditions under which different educational approaches influence students' entrepreneurial intentions in higher vocational settings. Data from 1197 students from diverse disciplinary backgrounds were analysed using a survey methodology. The findings reveal that both the theoretical and practical components of entrepreneurship education positively influence students' entrepreneurial intentions. Specifically, the effect of entrepreneurship education on these intentions is mediated by enhanced creativity. This study reveals that the social environment plays a dual role; it positively moderates the relationship between theoretical entrepreneurship education and entrepreneurial intention, implying that a supportive social context amplifies the effectiveness of theoretical education. Conversely, a favourable social environment attenuates the impact of practical entrepreneurship education on students' entrepreneurial intentions. This study offers novel insights for vocational colleges, aiming to not only bolster students' entrepreneurial intentions but also enrich the understanding of the processes and mechanisms underlying the formation of such intentions in a vocational education context.

BACKGROUND: Although research has increased the current understanding of creative teaching, evidence on the factors that influence this behavior and the underlying mechanisms remains limited. OBJECTIVE: This study, grounded in conservation of resources theory, proposed and empirically examined the relation between contingent reward leadership (CRL) among Chinese kindergarten principals and teachers’ creative teaching performance (CTP). In addition, the study assessed the mediating effect of organizational innovation support (OIS), bureaucratic organizational culture (BOC), and innovative organizational culture (IOC), as well as the moderating effect of ideological psychological contracts (IPCs), to provide robust insights into how CRL can motivate kindergarten teachers’ CTP. METHODS: A total of 518 kindergarten teachers aged 20–55 years participated in the study. Structural equation model analysis was conducted to examine the multiple mediating effects of OIS, BOC, and IOC, as well as the moderating effect of IPC in the relation between CRL and CTP. RESULTS: OIS served as a mediator in the relation between CRL and CTP. OIS and BOC played a chain mediating role in the relation between CRL and CTP. OIS and BOC played a chain mediating role in the relation between CRL and CTP. Additionally, IPC positively moderated the indirect relation of CRL on CTP via OIS. CONCLUSIONS: Kindergarten principals should pay attention to the positive impact of leadership style and organizational culture on teachers’ innovative behavior. Moreover, prioritizing the improvement of IPCs would benefit the development of innovative behavior.