PSYCHOLOGICAL EMPOWERMENT LEADS FOUR PREDICTORS OF TEACHER INNOVATIVE BEHAVIOR

Abstrak

Teachers' innovative behavior is important for school improvement, but the relative contributions of leadership, organizational trust, psychological empowerment, and collaborative culture remain insufficiently compared within a single public-school model. This study examined their simultaneous associations with innovative behavior among Indonesian State Civil Apparatus teachers. A cross-sectional explanatory survey included 387 teachers. We assessed five latent constructs using five-point self-report measures and analyzed them with covariance-based structural equation modeling (AMOS). All four predictors were positively associated with teacher innovative behavior: transformational leadership (β =.289, p <.001), organizational trust (β =.237, p <.001), psychological empowerment (β =.342, p <.001), and collaborative culture (β =.188, p =.001). Together, they accounted for 64.8% of the variance (R² =.648). Psychological empowerment had the largest standardized point estimate, although the study did not formally test differences between coefficients. The findings suggest that teachers’ perceptions of meaning, competence, self-determination, and impact deserve attention alongside supportive leadership, trust, and collegial learning. The study’s novelty lies in comparing these four theoretically distinct predictors simultaneously in a public-school teacher sample rather than treating them in separate models. Practical priorities include teacher voice and carefully evaluated opportunities for instructional experimentation. Because the data were cross-sectional and self-reported, we cannot infer causal conclusions or intervention effectiveness.

Kata kunci

• Collaborative Culture
• Organizational Trust
• Psychological Empowerment
• Teacher Innovative Behavior
• Transformational Leadership