This mixed-methods study, grounded in Self-Determination Theory and Bandura's Social Cognitive Theory, investigated the interplay between intrinsic motivation, self-efficacy, and innovative teaching practices among faculty members in Chinese higher education. A quantitative survey (n = 357) examined these relationships using structural equation modeling (SEM). The qualitative data from focus groups (n = 18) provided deeper insights into faculty experiences and perspectives. The quantitative findings revealed that faculty members who reported higher levels of enjoyment and perceived competence (intrinsic motivation) also demonstrated greater self-efficacy beliefs. Self-efficacy further emerged as a significant positive predictor of innovative teaching practices. The qualitative data corroborated these findings and critically highlighted administrative workload as a primary barrier to faculty intrinsic motivation and innovation, while underscoring professional development as key to bolstering self-efficacy. This study underscores the importance of fostering intrinsic motivation and self-efficacy to promote innovative teaching practices in Chinese universities.
Li et al. (Sun,) studied this question.