A study on the impact of perceived leadership member exchange on innovation behavior by university lectures

Abstract

Based on the social exchange theory, this study used the convenience maximization method to submit a form to 832 teachers. SPSS and AMOS software were used to analyze teachers' cognition of leader-member exchange (LMX) and teachers' psychological empowerment and psychological safety in innovative behavior. Meanwhile, the influence of education and professional background on these factors was evaluated. It also explores the impact of the quality of leader-member exchange on innovation, and the intrinsic role of psychological empowerment and psychological security in the process. The results show that teachers with different academic levels and titles have significant differences in leader-member interaction behavior, behavioral innovation, psychological empowerment and psychological safety. In addition, the quality of leader-teacher interaction is positively correlated with innovative behavior and psychological empowerment, indicating that leadership plays a positive role in improving teachers' innovative behavior. Psychological empowerment and psychological safety, as the key, connect the complex relationship between leadership, educational environment and innovative behavior.These findings not only provide practical strategies for higher education administrators to promote teacher innovation, but also provide a theoretical basis for widespread application in the field of organizational and environmental psychology, highlighting the potential role of leadership in creating environments that support innovation, empowerment, and safety. This framework provides a powerful tool for creating an innovative and conducive work environment. Supported.