The Influence of Teachers’ Self-Efficacy and School Leaders’ Transformational Leadership Practices on Teachers’ Innovative Behaviour

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.