Year: 2026
Type: article
Study design: Observational Study
Abstract: Teachers' innovative behavior is important for school improvement, but the relative contributions of leadership, organizational trust, psychological empowerment, and collaborative culture remain insufficiently compared within a single public-school model. This study examined their simultaneous associations with innovative behavior among Indonesian State Civil Apparatus teachers. A cross-sectional explanatory survey included 387 teachers. We assessed five latent constructs using five-point self-report measures and analyzed them with covariance-based structural equation modeling (AMOS). All four predictors were positively associated with teacher innovative behavior: transformational leadership (β = .289, p < .001), organizational trust (β = .237, p < .001), psychological empowerment (β = .342, p < .001), and collaborative culture (β = .188, p = .001). Together, they accounted for 64.8% of the variance (R² = .648). Psychological empowerment had the largest standardized point estimate, although the study did not formally test differences between coefficients. The findings suggest that teachers’ perceptions of meaning, competence, self-determination, and impact deserve attention alongside supportive leadership, trust, and collegial learning. The study’s novelty lies in comparing these four theoretically distinct predictors simultaneously in a public-school teacher sample rather than treating them in separate models. Practical priorities include teacher voice and carefully evaluated opportunities for instructional experimentation. Because the data were cross-sectional and self-reported, we cannot infer causal conclusions or intervention effectiveness.
Institutions: STKIP Kusuma Negara, Universitas Pamulang
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7225345032