The influence of adaptive leadership and teacher motivation on learning innovation in vocational school: Innovative behavior mediation

Sunarti Al Mohdar; Merika Setiawati; Nellitawati Nellitawati; Sulastri Sulastri

doi:10.30862/jri.v6i2.175

Authors

Sunarti Al Mohdar Universitas Negeri Padang, Indonesia Author
Merika Setiawati Universitas Negeri Padang, Indonesia Author
Nellitawati Nellitawati Universitas Negeri Padang, Indonesia Author
Sulastri Sulastri Universitas Negeri Padang, Indonesia Author

DOI:

https://doi.org/10.30862/jri.v6i2.175

Keywords:

Adaptive leadership, instructional innovation, innovative behavior, motivation

Abstract

There is limited research, directly or indirectly, examining the influence of adaptive leadership and teacher motivation on instructional innovation through teachers' innovative behavior in the context of vocational high schools. This study aims to analyze the impact of principals' adaptive leadership and teacher motivation on instructional innovation, with innovative behavior serving as an intervening variable. A quantitative research design utilizing path analysis was employed. The study population consisted of all 361 teachers from state vocational high schools in West Pasaman Regency; a sample of 186 teachers was selected based on tenure strata. The results indicate that principals' adaptive leadership has a positive but non-significant effect on teacher instructional innovation. Teacher motivation has a positive and significant effect on teacher instructional innovation. Innovative behavior does not mediate the effect of principals' adaptive leadership on teacher instructional innovation, whereas it does mediate the effect of teacher motivation on teacher instructional innovation. Collectively, principals' adaptive leadership, teacher motivation, and innovative behavior have a positive and significant impact on teacher instructional innovation. Although principals' adaptive leadership positively influences innovative behavior and instructional innovation, the effect is not statistically significant. Teacher motivation is a crucial factor in enhancing instructional innovation, whereas principals' adaptive leadership has not yet demonstrated a significant influence. Innovative behavior acts as a mediator in the relationship between teacher motivation and instructional innovation, but fails to mediate the relationship between principals' adaptive leadership and instructional innovation.

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