This study investigates the influence of pedagogical competence and work motivation on teacher instructional innovation in junior secondary schools. Using a quantitative correlational design, the study involved 115 teachers selected through saturated sampling. Data were collected through validated questionnaires and analyzed using descriptive statistics and multiple regression techniques. The findings reveal that pedagogical competence, work motivation, and instructional innovation are generally categorized as high, although innovation practices remain uneven. Pedagogical competence has a positive and significant effect on instructional innovation, while work motivation also contributes positively with a lower influence. Simultaneously, both variables demonstrate a strong joint effect on instructional innovation. The study concludes that instructional innovation develops through the interaction between teachers’ professional competence and motivational drive. Therefore, integrative professional development programs and supportive school environments are essential to strengthen sustainable instructional innovation and improve the quality of teaching practices in contemporary educational contexts.
Collaboration network of the authors
6 authors ·
9 co-authorship links
· 5 across different organisations
Hover or tap a name to highlight its co-authors. Double-click to open the author's page.
University of Bengkulu
Politeknik Penerbangan Palembang
University of Malaya
Different organisations
Same organisation
Affiliation unknown
Thicker line = more joint articles · bigger circle = more articles
Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.