ABSTRACT Grounded in Self‐Determination Theory and Social Exchange Theory, this study examined the mechanisms through which teachers' work autonomy shapes their use of creative pedagogies. Using data from 2335 teachers across 155 secondary schools in Hong Kong participating in PISA 2022, structural equation modelling was employed to test the proposed pathways. The results revealed that work autonomy did not directly predict teachers' use of creative pedagogies. Instead, teachers' trust and self‐efficacy both served as significant mediators, and a sequential mediation pathway—work autonomy → trust → self‐efficacy → creative pedagogies—was supported. These findings suggest that autonomy may enable creative instructional practices primarily by enhancing relational and psychological resources rather than through direct influence. The study advances theoretical understanding of teacher agency and contributes large‐scale empirical evidence to research on creative pedagogies. Practical implications highlight the importance of cultivating trustful professional environments and strengthening teachers' confidence to mobilise the benefits of autonomy.
Li et al. (2026) studied this question.