We explored how workplace spirituality affects the creative teaching behavior of Chinese elementary and secondary school teachers through their intrinsic job satisfaction, according to conservation of resources theory. We used data from 478 teachers to test the hypotheses with structural equation modeling. The results showed that the workplace spirituality scale that we developed had satisfactory reliability and validity. We also found that workplace spirituality had a positive effect on the teachers' creative teaching behavior, and that their intrinsic job satisfaction fully mediated this relationship. Theoretical and practical implications of our findings and directions for future research are discussed.

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