International Journal of
Information and Education Technology

Abstract

Creative leadership has been recognized as a crucial driver of educational innovation, yet few studies have examined the mechanisms by which it enhances Preschool Teachers’ Performance (PTP) in the Chinese context. This present study analyzed the effects of Creative Leadership Competencies (CLC) on PTP through the mediating role of Teachers’ Creativity (TC) and the moderating role of Organizational Climate (OC). Data were collected from 412 preschool teachers in Hebei Province, China, and analyzed by using Partial Least Squares Structural Equation Modeling (PLS-SEM) and Hayes’ PROCESS Macro (Model 7). The results revealed that CLC had a significant predictive power for TC (p < 0.001, β = 0.563) and PTP (p < 0.001, β = 0.231), and TC had a significant enhancing predictive power for PTP (p < 0.001, β = 0.406). The moderating effect of OC on the CLC-TC relationship was significant (β = 0.114, p = 0.007), and the index of moderated mediation (0.071, 95% CI [0.021, 0.125]) indicated that supportive OC enhances the indirect effect of CLC on PTP through TC. These findings further expand creative leadership theory by demonstrating the interactive roles of individual creativity and organizational context in early childhood education. Practically, this study highlights that developing creativity-oriented leadership and fostering collaborative organizational climates are essential strategies for achieving sustainable educational innovation and improved teacher performance.