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PSYCHOLOGICAL EMPOWERMENT LEADS FOUR PREDICTORS OF TEACHER INNOVATIVE BEHAVIOR

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 10 No. 5 (2026) · pp. 2822–2835

DOI
10.22437/jiituj.v10i5.57320
ISSN
2580-2259, 2580-2240
Published
2026-10-31
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

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.

Keywords

Collaboration network of the authors

3 authors · 2 co-authorship links · 2 across different organisations

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  • STKIP Kusuma Negara
  • Universitas Pamulang
  • Universitas Esa Unggul
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Iswadi IswadiUniversitas Esa Unggul2

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.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">PSYCHOLOGICAL EMPOWERMENT LEADS FOUR PREDICTORS OF TEACHER INNOVATIVE BEHAVIOR</dc:title>
	<dc:creator xml:lang="en">Iriansyah, Herinto Sidik</dc:creator>
	<dc:creator xml:lang="en">Putri, Mas Fierna Janvierna Lusie</dc:creator>
	<dc:subject xml:lang="en">Collaborative Culture</dc:subject>
	<dc:subject xml:lang="en">Organizational Trust</dc:subject>
	<dc:subject xml:lang="en">Psychological Empowerment</dc:subject>
	<dc:subject xml:lang="en">Teacher Innovative Behavior</dc:subject>
	<dc:subject xml:lang="en">Transformational Leadership</dc:subject>
	<dc:description xml:lang="en">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 &amp;lt; .001), organizational trust (β = .237, p &amp;lt; .001), psychological empowerment (β = .342, p &amp;lt; .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.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2026-10-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/57320</dc:identifier>
	<dc:identifier>10.22437/jiituj.v10i5.57320</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 10 No. 5 (2026): Volume 10, Nomor 5, October 2026; 2822-2835</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:source>10.22437/jiituj.v10i5</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/57320/26010</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Herinto Sidik Iriansyah, Mas Fierna Janvierna  Lusie Putri</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
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