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The influence of principals’ intellectual stimulation, digital literacy, and self-efficacy on teachers’ innovative behaviors

Indonesian Research Journal in Education |IRJE| · Vol. 9 No. 02 (2025) · hlm. 1097–1112

DOI
10.22437/irje.v9i02.45012
ISSN
2580-5711
Terbit
2025-08-28
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

This research employed a quantitative method to analyze the direct and indirect effects of principals' intellectual stimulation, digital literacy, and self-efficacy on teachers' innovative behavior. Data were collected from 85 public elementary school teachers in West Pasaman Regency through a questionnaire and analyzed using SEMPLS. The results indicated a direct positive effect of the principals' intellectual stimulation (5.8%), digital literacy (52.8%), and self-efficacy (26.7%) on teachers' innovative behavior. In addition, principals' intellectual stimulation (28.4%) and digital literacy (64.9%) also positively affected self-efficacy. The indirect pathway, through self-efficacy, showed that principals' intellectual stimulation contributed 7.6% to teachers' innovative behavior, and digital literacy contributed 17.3% indirectly. These findings confirm that the principals' intellectual stimulation, digital literacy, and self-efficacy are crucial factors that can encourage teachers' innovative behavior. The findings indicate that the principal’s intellectual stimulation, digital literacy, and self-efficacy are three factors that can influence teachers’ innovative behavior.

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  • Universitas Negeri Padang
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Rekan penulisOrganisasiArtikel bersama
RifmaAfiliasi tidak diketahui3
Hanif Al KadriAfiliasi tidak diketahui3
JasrialAfiliasi tidak diketahui2
SyahrilAfiliasi tidak diketahui2
AnisahAfiliasi tidak diketahui2
Fahma SuciAfiliasi tidak diketahui2
DahliawatiAfiliasi tidak diketahui1
Septiara YolandaAfiliasi tidak diketahui1
Nurhizrah GistituatiAfiliasi tidak diketahui1
Ahmad SabandiUniversitas Negeri Padang1
Yudela ArinaAfiliasi tidak diketahui1
Yuni RevitaAfiliasi tidak diketahui1
Sufyarma MarsidinUniversitas Negeri Padang1
Umy Nadrah SimatupangAfiliasi tidak diketahui1
NursidaAfiliasi tidak diketahui1
NellitawatiAfiliasi tidak diketahui1
Helsi FebriantiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The influence of principals’ intellectual stimulation, digital literacy, and self-efficacy on teachers’ innovative behaviors</dc:title>
	<dc:creator xml:lang="en">Noviyanti, Yenni</dc:creator>
	<dc:creator xml:lang="en">Irsyad</dc:creator>
	<dc:creator xml:lang="en">Rusdinal</dc:creator>
	<dc:creator xml:lang="en">Sulastri</dc:creator>
	<dc:description xml:lang="en">This research employed a quantitative method to analyze the direct and indirect effects of principals' intellectual stimulation, digital literacy, and self-efficacy on teachers' innovative behavior. Data were collected from 85 public elementary school teachers in West Pasaman Regency through a questionnaire and analyzed using SEMPLS. The results indicated a direct positive effect of the principals' intellectual stimulation (5.8%), digital literacy (52.8%), and self-efficacy (26.7%) on teachers' innovative behavior. In addition, principals' intellectual stimulation (28.4%) and digital literacy (64.9%) also positively affected self-efficacy. The indirect pathway, through self-efficacy, showed that principals' intellectual stimulation contributed 7.6% to teachers' innovative behavior, and digital literacy contributed 17.3% indirectly. These findings confirm that the principals' intellectual stimulation, digital literacy, and self-efficacy are crucial factors that can encourage teachers' innovative behavior. The findings indicate that the principal’s intellectual stimulation, digital literacy, and self-efficacy are three factors that can influence teachers’ innovative behavior.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2025-08-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/45012</dc:identifier>
	<dc:identifier>10.22437/irje.v9i02.45012</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education; 1097-1112</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/45012/21991</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Indonesian Research Journal in Education |IRJE|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>