Abstract
Background: The current rapid development demands educators to possess innovative behaviour. Presently, in the environment of rapid technological growth and borderless global communication, teachers with innovative behaviour are capable of facing each painful challenge that confronts the education system; therefore, it is essential to understand the factors influencing the innovative behaviour of teachers. Purpose: To identify the influence of teachers’ self-efficacy and school administrators’ transformational leadership practices on teachers’ innovative behaviour. Method: A quantitative approach using a cross-sectional survey design with a sample of 1415 teachers from four states in Malaysia, and the data were statistically analysed using SPSS® version 26.0 for Windows™ (IBM Corporation, New York, NY, USA). Result: Multiple Regression Analysis found that teachers’ self-efficacy and school administrators’ transformational leadership practices both had a significant influence on teachers’ innovative behaviour by contributing 47.0% of the variance in teachers’ innovative behaviour. Conclusion: The findings suggested that teachers’ self-efficacy and school administrators’ transformational leadership practices both play a role in influencing teachers’ innovative behaviour. Therefore, the stakeholders need to consider the aspects of self-efficacy and transformational leadership practices of school administrators in drafting policies and related programmes to improve teachers’ innovative behaviour.
Highlights
Accepted: 10 June 2021The current global environment, which is becoming more challenging and competitive, has made innovation and innovating capability important determinants for keeping pace with the times for any individual, group, community, organisation, or country [1]
This study proposed and tested a hypothesis to explain the relationships between teachers’ self-efficacy, and school leaders’ transformational leadership practices, towards teachers’ innovative behaviour
The findings that have been presented confirmed that both teachers’ self-efficacy and school leaders’ transformational leadership practices are the factors influencing teachers’ innovative behaviour, which could explain 47.0% of the total variance. It is important for the Ministry of Education to strengthened the content of self-efficacy and transformational leadership practices in the innovative behaviour training among teachers
Summary
The current global environment, which is becoming more challenging and competitive, has made innovation and innovating capability important determinants for keeping pace with the times for any individual, group, community, organisation, or country [1]. To avoid being overtaken and left behind due to current changes, individuals or organisations need to innovate continually. According to [5,6], individuals or human resources in an organisation are the most important aspect in ensuring the success of an innovation. The current rapid development demands educators to possess innovative behaviour. In the environment of rapid technological growth and borderless global communication, teachers with innovative behaviour are capable of facing each painful challenge that confronts the education system; it is essential to understand the factors influencing the innovative behaviour of teachers. Purpose: To identify the influence of teachers’ self-efficacy and school administrators’ transformational leadership practices on teachers’ innovative behaviour
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