Introduction and Objective: The purpose of this study was to investigate the effect of managers' quantum management skills on teachers' innovative behavior in Kazerun Education with the mediating role of organizational stress.
Research Methodology: The research was applied in terms of objective and descriptive-correlational in terms of data collection. The statistical population included all 613 teachers in Kazerun Education. Using Morgan's table, a sample of 230 individuals was selected via simple random sampling. The research instruments included Azimi Sannavi's (2011) Quantum Management Skills Questionnaire, Schopker and Dimitrou's (2021) Organizational Stress Questionnaire, and Huang et al.'s (2011) Innovative Behavior Questionnaire. Reliability was assessed using Cronbach's alpha, yielding values of 0.88 for quantum management skills, 0.78 for organizational stress, and 0.81 for innovative behavior. Data analysis was performed using the Bootstrap test and Structural Equation Modeling (SEM) in AMOS software.
Findings: The analyses indicated that managers' quantum management skills have a positive and significant effect on teachers' innovative behavior in Kazerun Education. Furthermore, organizational stress plays a significant mediating role, as its indirect effect was confirmed within the 95% confidence interval. The findings also revealed that organizational stress has a negative and significant effect on innovative behavior, underscoring the importance of stress-reducing management for fostering innovation. Consequently, managers with higher quantum management skills not only directly enhance innovation but also indirectly contribute to improving teachers' innovative behavior through better environmental management and the reduction of organizational stress.
Conclusion: Managers' quantum management skills in Kazerun Education have a positive impact on teachers' innovative behavior, and this relationship is further reinforced through the mediating role of organizational stress.