How School Resources Become Teacher Innovation: Self-Efficacy as a Mediating Mechanism in Public Elementary Schools
DOI:
https://doi.org/10.55927/jeda.v5i3.39Keywords:
Innovative Work Behavior, Organizational Learning, Self-Efficacy, Transformational Leadership, Work Motivation Received: Editorial Use Revised: Editorial Use Accepted: Editorial UseAbstract
Teacher innovation is not produced by individual creativity alone; it emerges when school resources are converted into confidence and sustained professional action. This study examined teacher self-efficacy as a mediating mechanism linking transformational leadership, organizational learning, and work motivation to innovative work behavior. A quantitative cross-sectional survey was conducted from December 2025 to May 2026 with 374 public elementary-school teachers from 29 subdistricts of Serang Regency, Indonesia. Five reflective constructs were measured with 105 Likert-scale items and analyzed using partial least squares structural equation modeling in SmartPLS 4.1.1. The measurement model demonstrated high internal consistency (α = .966-.974; composite reliability = .969- .976) and adequate convergent and discriminant validity. The structural model explained 21.0% of teacher self-efficacy and 54.5% of innovative work behavior, with SRMR = .036. Transformational leadership (β =.176), organizational learning (β = .189), and work motivation (β = .225) positively predicted self-efficacy, while self-efficacy strongly predicted innovative work behavior (β = .368). All direct effects on innovative behavior remained significant. Specific indirect effects were .065, .070, and .083, indicating complementary partial mediation; motivation showed the largest mediated proportion (32.81%), whereas organizational learning produced the largest total effect (.317). The findings position self-efficacy as a psychological transmission channel rather than a substitute for supportive school conditions. School improvement should combine transformational principal practices, structured professional learning, motivation-supportive work design, and mastery-oriented coaching.
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