Transformational leadership in education: How PLCs, self-efficacy, and motivation drive innovative teaching

Abstract

Transformational leadership effectively fosters an environment conducive to innovation and motivation, ultimately positively impacting the standard of teaching and learning in school. The main problem currently is teachers' innovation and pedagogical competence are still low. This study explores the role of Professional Learning Communities (PLCs), self-efficacy, and motivation as mediators between transformational leadership and teaching innovative behavior. The research employs a quantitative approach, utilizing data collection instruments to survey 374 teachers chosen through cluster random sampling techniques. The collected data is analyzed using the Structural Equation Modeling (SEM) test with Partial Least Squares (PLS). The findings indicate that transformational leadership indirectly affected teaching innovative behavior. Additionally, PLCs, self-efficacy, and motivation positively impact teachers teaching innovative behavior and mediate the relationship between transformational leadership and teaching innovative behavior. These results highlight the crucial role of PLCs, self-efficacy, and motivation in enhancing the effectiveness of transformational leadership in educational institutions in Indonesia.