It is w orthw hile to deeply explore how teacher innovation is motivated .T eaching innovation is a spontaneous behavior ,w hereas the top‐dow n management pressure reduces teachers’sense of autono‐my and lead into more controlling behaviors ,w hich further impede the development of teaching innovation as well as student creativity .Based on the spontaneous behavior hypothesis from self‐determination theo‐ry ,the researcher investigated the mediating role of teachers’ basic psychological needs satisfaction be‐tween school innovation support and teaching innovation .A cluster sampling survey of 1 123 teachers in 41 primary and middle schools in Hebei and Shanxi province show ed that :basic psychological needs satisfac‐ tion played a partially mediating role betw een school innovation support and teaching innovation ;the medi‐ating roles of autonomy ,competency and relatedness had different effects ;relatedness needed satisfaction although it played a direct mediating role ;it also indirectly mediated teaching innovation through compe‐tency needs satisfaction ;and the mediating effect of autonomy needs satisfaction w as no t significant .Re‐sult implies that there are cultural differences in the relationship betw een basic psychological needs satis‐faction and spontaneous behavior .School innovation support , w hich consists of leader , colleague and student support ,can motivate teaching innovation through the satisfaction of teachers’ relatedness and competency needs .%激励教师创新,是一个值得深入探讨的问题.教学创新是一种自发行为,由上而下的管理压力会降低教师的自主感,并使其采取更多的课堂控制行为,从而阻碍教学创新探索和学生创造力的培养.以自我决定理论关于自发行为的假设为基础,探讨了在中国学校背景下,学校创新支持、教师基本心理需要满足与教学创新的关系,分析了基本心理需要满足对另两者的中介效应.采用整群抽样,对河北、山西两省各一市共41所中小学1123名教师进行调查,结果显示:基本心理需要满足在学校创新支持与教师教学创新之间有部分中介作用;但自主、能力与关系等三种基本心理需要满足的中介作用不同,关系需要满足既有直接中介作用,又通过能力需要满足发挥中介作用,自主需要满足的中介效应不显著.这一结果证实,基本心理需要满足对自发行为的影响有文化差异,也证实了学校对教师创新的支持,包括领导、同事和学生支持,可以通过满足教师的关系需要和能力需要来激励教师教学创新.
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