Abstract

The relationship between job resources and innovative work behavior (IWB) among teachers has gained growing attention, yet a systematic review within the K–12 education sector remains limited. This study synthesizes existing research on how job resources influence teachers’ IWB, highlighting both direct and indirect mechanisms. Guided by the Preferred Reporting Items for Systematic Reviews (PRISMA) framework, a comprehensive search of Web of Science, Scopus, and EBSCOHost identified eight eligible studies. The review shows that job autonomy and social support consistently emerge as the strongest predictors of IWB, primarily through mediating processes such as enhanced self-efficacy, adaptability, psychological empowerment, and work engagement. Theoretical perspectives including the Job Demands–Resources model, Self-Determination Theory, and Conservation of Resources Theory frame these findings, highlighting the importance of resource-rich environments in fostering teacher innovation. While most studies adopted cross-sectional quantitative designs, time pressure was found to act as a complex moderator, exerting both positive and negative effects. The concentration of studies in China and Germany highlights a need for broader geographical representation. Overall, this review advances understanding of how job resources shape teachers’ innovation and identify gaps for future research.