Confirmatory Factors Influencing Innovative Schools in Indonesian Rural Areas

Abstract

This study aims to describe the results of research on how schools in the rural areas of West Pasaman sub-district, Indonesia lead innovation at individual, class, and institutional levels. The study particularly identify the leadership role of school principals and school readiness to make changes. This research was conducted quantitatively with an expost facto and correlational study approach. The population was principals and elementary school teachers selected based on geographical considerations, namcely the location or distance of the schools from the district administration center. 200 elementary school teachers were selected as participant of the research. Structural Equation Modeling - Partial Least Square (SEM-PLS) was used for the analysis of quantitative data using an algorithm, bootstrapping, and blindfolding techniques. The results of this study prove that change leadership and readiness for change have a positive and significant impact on school innovation in Indonesian rural areas. Change leadership can foster readiness for change for school residents, especially teachers so that school innovation ultimately occurs. The results of this study prove that change leadership and readiness for change have a positive and significant impact on school innovation in Indonesian rural areas. Linearly, it can also be interpreted that change leadership can build readiness for change among school members, especially teachers, so that in the end a school innovation is formed. The role of the principal in the context of change starts from initiation, then implementation to the institutionalization of change.