Moderating role of teacheing experience sharing in the effect of perceived innovative culture of schools on teachers’ psychological and cognitive reactions

Current study aims to investigate the moderating role of teaching experience sharing in the impact of innovative culture on teachers' psychological and cognitive reactions (job satisfaction, organizational dynamism, perceived organizational performance). Research method was descriptive – correlation and structural equation modeling was used especially. All of elementary schools teacher of Ilam city were made population of the study that from them 250 individual teachers were selected via stratifying sampling method and Kerjeci and Morgan's (1997) table. In order to data collection five standard, validate and reliable questionnaire were used. Structural Equation Modeling used to test the model and findings first show that perceived innovative culture significantly and positively affects employees’ job satisfaction and perceptions of organizational dynamism and organizational performance. Moreover, organizational dynamism perception plays an important mediating role among three employee-level outcomes by converting job satisfaction into organizational performance perception. We also find support for the direct, positive effect of a perceived teaching experience sharing process on job satisfaction but not on perceptions of organizational dynamism and organizational performance. Most importantly, findings on the significant moderating role of a teaching experience sharing contribute to innovation theory by emphasizing the importance of the innovation/schooling interface: bundling teaching experience sharing and innovative culture together enhances employees’ positive attitudes and perceptions. This result also suggests that the teaching experience sharing process shows only a weak effect on job satisfaction and no effect on perceptions of organizational dynamism or school performance.