Exploring the relationship between teachers' professional capital and technology-enhanced teaching innovation: The mediating role of constructivist belief

This study aims to develop and test a mediation model to examine teachers' constructivist belief as a mediator in the relationship between teachers' professional capital and technology-enhanced teaching innovation. Analysing data from 4,471 Chinese teachers, we found that: (a) Teachers' professional capital, integrating human, social, and decisional capital, positively related to technology-enhanced teaching innovation. (b) The effect of teachers' professional capital surpasses the individual effects of teachers' human, social or decisional capital. (c) Constructivist belief mediates the relationship between professional capital and teaching innovation. This work provides implications on how to promote teaching innovation from a professional capital perspective.