Shaping teachers' challenge appraisals of organizational transition: the roles of grassroots leadership, peer collaboration, and boundary-spanning experience.

INTRODUCTION

Amidst the specialized vocational education reforms, primary-level teaching organizations are evolving into open and adaptive systems. Drawing upon the Job Demands-Resources (JD-R) model and Cognitive Appraisal Theory, this study examines the psychological mechanisms through which grassroots leadership, peer collaboration, and perceived organizational adaptation relate to teachers' positive cognitive appraisals of transition.

METHODS

A cross-sectional survey was conducted among 965 vocational college teachers. A moderated mediation model was utilized to test the sequential associations mapping from leadership and collaboration to teachers' cognitive appraisals of transition via organizational adaptation, alongside the potential moderating role of individual boundary-spanning experience (i.e., industry-academy double-qualified experience).

RESULTS

The path analysis reveals that grassroots leadership is positively associated with perceived organizational adaptation both directly and sequentially through teacher collaboration. These interrelated resources are concurrently linked to positive cognitive appraisals of transition. Furthermore, the hypothesized moderation effect of boundary-spanning expertise was not statistically supported, indicating that positive structural agility of the organization is universally associated with educators' cognitive appraisals across the cohort.

DISCUSSION: The study contributes to work psychology by investigating the concurrent interrelationships of environmental resources during systemic organizational change. It suggests that rather than individual boundary-spanning experience acting as a primary moderating factor, a highly adaptable organizational climate operates as a structurally supportive environment that relates to educators' positive cognitive adjustment.