Linking School Principals’ Transformational Leadership Practices and Teachers’ Innovative Work Behaviors in a Centralized Educational System

Abstract

The primary objective of this research was to examine how transformational leadership practices employed by school principals in a centralized educational system influence teachers' innovative work behaviors. Our focus was on investigating the extent to which principals' leadership practices could predict and enhance teachers' innovative behaviors in Türkiye. Furthermore, we aimed to identify specific leadership practices that have a significant impact on promoting teachers' innovative behaviors. To achieve these goals, a correlational research design was adopted, and multiple regression analysis was conducted in prediction model. A total of 323 teachers participated in the study. Through our analysis, we discovered that certain transformational leadership practices exhibited by school principals had a noteworthy association with teachers' innovative work behavior. Specifically, inspiring a shared vision, challenging existing processes, and serving as role models were identified as crucial leadership behaviors in fostering innovation among teachers. On the other hand, while encouraging the heart and enabling others to act were found to be important, they were comparatively less influential in driving innovative behaviors among teachers. By considering the amount of variation explained in various regression models, we can confidently assert that principals possess the potential to significantly enhance teachers' innovative work behavior. These findings carry important implications for policy and practice in the realm of education, particularly within a centralized educational structure. It is essential to recognize and prioritize the cultivation of transformational leadership practices that promote innovation among teachers, as this can positively impact the overall effectiveness of the educational system.