Conceptualizing the Effect of Work Passion and Emotional Competence on Team Green Creativity When Applying Social Information Processing Theory: The Roles of Social Influence, Psychological Barriers, and Sustainable Teacher Leadership

Salamatu Attahiru Maiyaki

doi:10.32890/ssmj2025.2.2.5

Authors

Salamatu Attahiru Maiyaki Department of Cooperative Economics and Management, Kaduna Polytechnic, Nigeria

DOI:

https://doi.org/10.32890/ssmj2025.2.2.5

Keywords:

teacher leadership, green creativity, social information, social influence, psychological barriers

Abstract

Based on social information processing theory, this paper formally defines the effect of sustainable teacher leadership on team green creativity. Also, to investigates the moderation of social influence and psychological barriers, which, according to previous study, play a major role in influencing the relationship of teacher leadership in the creation of team creativity in environmentally sustainable practices. Thus, the research will employ a quantitative approach, gathering data from educational institutions to test the proposed relationships. The study shows that sustainable teacher leadership increases organizational cooperation and improves the effectiveness of the creative teams most involved with the green projects. Furthermore, the findings show that social facilitation can enhance the beneficial impact of teacher leadership on green innovation. However, psychological factors may pose a challenge to this kind of relationship, which is why this paper seeks to identify such barriers and assess their impact on improving creativity. This propose study can be considered a contribution to the analysis of leadership, social processes, and creative relationships in the educational context. It emphasizes the importance of maintaining sustainable practices by educational leaders and highlights the significance of the social context for the creative team. The findings may suggest directions for policy and practice including the development of supportive social contexts that facilitate the implementation of sustainable leadership and address the psychological barriers to increase the impact of this approach on encouraging green creativity among educational teams. The conceptual framework can be used in future empirical research, focusing on the relationships mentioned in various educational settings.

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