While prior studies have emphasized that overqualified employees are considered valuable and scarce resources for organizational innovation, there has been insufficient exploration of the process through which these employees utilize their advantageous resources to gain additional new resources and ultimately foster innovative behaviors. This study draws on conservation of resources theory to build a theoretical model that outlines how overqualified employees affect their acquisition of competence-based resource (i.e., role breadth self-efficacy) and subsequent innovative work behavior. Results from a multiwave field study revealed that perceived overqualification is positively associated with employees’ role breadth self-efficacy, which in turn prompts them to engage in innovative work behavior. The positive indirect effect of overqualification on innovative work behavior via role breadth self-efficacy is stronger when overqualified employees perceive a higher (versus lower) level of job autonomy. Overall, this study extends theory by demonstrating how overqualified employees engage in resource acquisition and utilization processes to overcome potential resource depletions and foster innovative work behavior.

Grandparents represent an important component of child-rearing practices in many contemporary Chinese families. However, limited research has investigated

Drawing on social exchange theory, this study examines the associations between kindergarten principals' creative leadership and teachers' creative teaching performance. Data from 578 kindergarten teachers across eight Chinese cities were analyzed using a multistage stratified sampling method. The results indicate that (1) creative leadership is positively associated with creative teaching performance; (2) this relationship is significantly mediated by both the ideological psychological contract and knowledge-sharing intention; and (3) perceived organizational support moderates these indirect pathways. Specifically, the indirect effects of creative leadership on teaching performance via both mediators are significantly stronger under conditions of high perceived organizational support. These findings elucidate the relational and behavioral mechanisms through which targeted leadership fosters pedagogical innovation, highlighting the necessity of an aligned organizational climate in early childhood education.