Unveiling the behavioral nexus of innovative organizational culture: Identification and affective commitment of teachers in primary schools

A rigorous revision of the current body of literature is required to an accurate assessment of the impact of innovative organizational culture on teachers’ identification and affective commitment in school environments. The current literature requires more into the mediating function of teachers’ identification the relationship between innovative culture and teachers’ affective . This underscores the necessity for a more comprehensive comprehension of this mediating mechanism. Therefore, through two theoretical frameworks, Behavioral Commitment (BCT) and Social Identity Theory (SIT), this study delves into intricate psychological interplay between innovative organizational culture and its influence on teachers’ sense of identification affective commitment in primary schools, which could provide into more understanding of this phenomenon. By surveying 432 teachers, this study sought to discern the direct impacts of an -driven culture on teachers’ organizational identification affective commitment and the potential mediating role of this . The findings of this study, which were inferred from the Equation Modeling (SEM), illuminate that an innovative significantly resonates with teachers’ identification and commitment. Additionally, this identification emerges as bridge that further intensifies teachers’ emotional bond (affective ) with their institution in the context of innovation culture. This research contributes valuable insights for educational institutions and provides practical implications for students, teachers, and , while highlighting certain constraints and avenues for future .