An Analysis of the Impact of Entrepreneurial Leadership on Team CreativityMediated by Group Psychological Safety

Asadzadeh, Freshteh; Banour, Ehsan

doi:10.22111/jmr.2026.53813.6471

An Analysis of the Impact of Entrepreneurial Leadership on Team CreativityMediated by Group Psychological Safety

Document Type : Research Paper

Authors

Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Payam Noor University, Tehran, Iran.

10.22111/jmr.2026.53813.6471

Abstract

Abstract
The present study aimed to investigate the effect of entrepreneurial leadership on team creativity among education personnel and analyze the mediating role of group psychological safety. This researchis descriptive-correlational in nature, focusing on testing theoretical relationships via structural equation modeling; it aimed to examine the impact of entrepreneurial leadership on teachers' team creativity and to analyze the mediating role of group psychological safety. The statistical population consisted of 16,500 primary school teachers in Mashhad, and a sample of 280 individuals was selected using stratified sampling based on Cochran's formula.The research instruments consisted of Thornberry’s (2006) Entrepreneurial Leadership Questionnaire, Jia et al.’s (2014) Team Creativity Questionnaire, and Edmondson’s (1999) Psychological Safety Questionnaire; their validity and reliability were confirmed using standard tests prior to analysis. During the analysis phase, descriptive statistics (frequency, percentage, mean, and charts) were employed to describe sample characteristics. Following an assessment of data normality, structural equation modeling—using SPSS 27 and AMOS 24 software—was utilized to test the conceptual model and hypotheses.Based on studies conducted, despite the importance of entrepreneurial leadership and psychological safety in fostering creativity, few studies have examined the impact of this leadership style on employee creativity. Existing domestic research has not addressed this topic within educational organizations—specifically schools and among primary school teachers, who lay the foundation for creativity in future generations. Therefore, addressing this research gap, the present study aims to investigate the role of group psychological safety as a mediator in the impact of entrepreneurial leadership on team creativity within the education sector.
Introduction
Team creativity, recognized as one of the most critical essential skills of the twenty-first century, plays a decisive role in the effectiveness of organizations and educational institutions. In dynamic educational environments, the presence of leaders capable of creating and guiding innovative processes is more crucial than ever. Entrepreneurial leadership (EL)—with its emphasis on opportunity exploration, support for sensible risk-taking, and the creation of an innovative vision—provides a groundwork where teachers can offer new ideas, creative teaching methods, and alternative solutions to educational challenges. Furthermore, group psychological safety (GPS)—defined as the feeling of freedom to express ideas without fear of negative consequences—is considered a key prerequisite for the emergence of team creativity. Despite numerous studies in the fields of management and entrepreneurship, the interaction of these three variables within the context of Iran’s education system has received less attention.
Case study
This case study focuses on teachers in Iran's Khorasan Razavi province—individuals who exert the greatest influence on students' learning and creativity. Creativity is a crucial factor in children's future success, aiding them in real-life problem-solving. Since creativity is an acquired trait and the role of role models and mentors is pivotal in its development, creative teachers are better equipped to foster creativity in their students. As teachers operate within a school's instructional team, the variable of team creativity, alongside individual creativity,plays a significant role.
There are numerous factors within the school environment associated with team creativity, including entrepreneurial leadership and psychological safety, which have been examined in this study.
Materials and Methods
This was a descriptive-correlational study focused on testing theoretical relationships through Structural Equation Modeling (SEM). The statistical population included all primary school teachers employed in the city of Mashhad (total population N=16,500). The sample size was determined to be 280 based on Cochran’s formula, and participants were selected using stratified sampling. The demographic characteristics of the sample comprised a mix of male and female teachers with various educational levels (B.A. to M.A.) and different service backgrounds, which provided a suitable context for analyzing the role of leadership and psychological safety in shaping team creativity. Research instruments included Thornberry’s Entrepreneurial Leadership Questionnaire (2006), Xia et al.'s Team Creativity Questionnaire (2014), and Edmondson’s Psychological Safety Questionnaire (1999). The validity and reliability of the instruments were confirmed through expert evaluation and calculation of Cronbach’s Alpha (0.91, 0.87, and 0.85, respectively). In the analysis phase, descriptive statistics (frequency, percentage, mean, and charts) were used to describe the sample characteristics. Following checks for data normality, Structural Equation Modeling was employed to test the conceptual model and hypotheses, using SPSS version 27 and AMOS version 24 software. The model fit indices (RMSEA=0.063, GFI=0.93, CFI=0.92) indicated an appropriate fit for the model.
Discussion and Results
Pearson correlation analysis showed:

A positive and significant relationship between Entrepreneurial Leadership and Team Creativity (r=0.46,p<0.01r=0.46, p<0.01r=0.46,p<0.01).
A positive relationship between Entrepreneurial Leadership and Psychological Safety (r=0.37,p<0.01r=0.37, p<0.01r=0.37,p<0.01).
A positive relationship between Psychological Safety and Team Creativity (r=0.43,p<0.01r=0.43, p<0.01r=0.43,p<0.01).

Furthermore, path analysis indicated:

Entrepreneurial Leadership has a direct and positive effect on Team Creativity (β=0.20\beta=0.20β=0.20).
Entrepreneurial Leadership has a positive effect on Psychological Safety (β=0.17\beta=0.17β=0.17).
Psychological Safety has a positive effect on Team Creativity (β=0.19\beta=0.19β=0.19).

Conclusion
These findings suggest that a portion of the effect of entrepreneurial leadership on team creativity is explained through the enhancement of psychological safety. Entrepreneurial leaders create a climate of trust, acceptance of mistakes, and support for innovation, fostering an environment where teachers can express their ideas without fear of criticism. This environment enhances collaboration among teachers, promotes constructive dialogue, and increases practical innovation in schools. Therefore, strengthening behaviors and practices associated with entrepreneurial leadership (such as supporting initiative, accepting reasonable risk, and creating opportunities for trial-and-error) can simultaneously boost both the creative atmosphere and the feeling of psychological safety within educational teams. This enhancement, in turn, allows for more candid idea exchange, practical innovation, and improved quality of education. Nevertheless, due to the cross-sectional and correlational nature of the study, determining the causal relationship between variables requires future longitudinal or experimental research.

Keywords

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