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STEM education is crucial in the digital intelligence era, imposing new demands and challenges on teachers. However, there is limited focus on the job stress and innovative work behaviour of STEM teachers, particularly on how job stressors influence their innovative behaviour. This study, from the perspective of school organisational administrators, based on the JDCS Model and social learning theory, surveyed 849 primary and secondary school STEM teachers across 11 provinces in China using scales for Job Stress, Creative Self-Efficacy, Creative Motivation, and Teachers' Innovative Work Behaviour. Results indicated that job demand positively influences innovative work behaviour directly and indirectly through creative motivation and the serial mediation of creative self-efficacy and creative motivation, contributing 38.4%. Job control also positively influences innovative work behaviour indirectly via creative self-efficacy and the serial mediation of creative self-efficacy and creative motivation, contributing 32.2%. Similarly, job support impacts innovative work behaviour indirectly through creative self-efficacy and its serial mediation with creative motivation, contributing 21.9%. Collectively, job demand, control, and support affect STEM teachers' job stress. It is recommended that school administrators balance job demand and support, adjust job control, and provide targeted support to enhance teachers' creative self-efficacy and motivation, fostering innovative work behaviour.
Wu et al. (Thu,) studied this question.