STRENGTHENING ORGANIZATIONAL CULTURE, TRANSFORMATIONAL
LEADERSHIP, SELF-EFFICACY, AND ACHIEVEMENT MOTIVATION IN EFFORTS TO ENHANCE
INNOVATIVENESS
Supriyatna1, Isman
Kadar2, Dian Wulandari3
Universitas Pakuan, Jawa Barat, Indonesia
adeyatna67@gmail.com1, ismankadar@unpak.ac.id2, dianwulandari@unpak.ac.id3
KEYWORDS |
ABSTRACT |
organizational culture, transformational leadership,
self-efficacy, motivation. |
Teacher
innovativeness is the activity of a teacher in creating new ideas and placing
oneself in a service and services that are improved or repaired to improve
the quality of learning. This study aims to identify the direct influence of
organizational culture, transformational leadership, self-efficacy, and
achievement motivation on teacher innovation; the direct influence of
organizational culture, transformational leadership, and self-efficacy on
achievement motivation, as well as the indirect influence of organizational
culture, transformational leadership, and self-efficacy on teacher innovation
through achievement motivation. The research was conducted using quantitative
methods with path analysis. The population of this study was 634 teachers at
SMK Negeri in Kuningan Regency, with a sample size of 245 teachers. The results
showed that there was a positive and significant direct effect: 1)
organizational culture on teacher innovativeness (βy1=0.210;α<0.01);
2) transformational leadership on teacher innovativeness (βy2=0.433;α<0.01);
3) self-efficacy on teacher innovation (βy3=0.361;α<0.01);
4) achievement motivation on teacher innovation (βy4=0.126;α<0.01);
5) organizational culture on achievement motivation (β41=0.2143;α<0.01);
6) transformational leadership on achievement motivation (β42=0.099;α<0.01);
7) self-efficacy on achievement motivation (β43=0.666;α<0.01).
The achievement motivation variable functions effectively as a mediator of
the influence of self-efficacy on innovation and does not function
effectively as a mediator of the influence of transformational leadership and
organizational culture on innovation. This research has implications that
educational organizations need to pay attention to factors to increase
teacher innovation, such as building a work environment that supports
innovation, providing training and support to improve skills and knowledge,
and rewarding innovative ideas. |
DOI: 10.58860/ijsh.v2i5.44 |
|
Corresponding Author: Supriyatna
E-mail: adeyatna67@gmail.com
INTRODUCTION
The
rolling of the industrial era 4.0 has fundamentally changed the way people
live, work, and interact with each other (Klingenberg et al., 2022). The industrial revolution 4.0 is often called the era of technological
disruption or the digital revolution, characterized by the spread of computers
and the automation of records in all fields. This
revolution is characterized by a technological fusion integrating the physical,
digital, and biological fields (Aaloul et al., 2020). An
essential requirement to be able to adapt in facing the industrial revolution
4.0 is internal and external readiness related to governance and management
that has been running. Through mature readiness and adaptability to technology,
various threats and challenges can be turned into opportunities and advantages.
In that framework, the primary key is innovating in all fields. It takes a high level of innovation in various professions, including
educators or teachers.
The
innovation shown by a country's human resources is one of the strategies for
surviving super-fast changes, especially in the field of technology and
excelling in competition. All countries strive to carry out various innovations
in all fields. A map of the country's innovativeness can be seen from the Global
Innovation Index (GII) data published by the World International Property
Organization (WIPO), placing Indonesia in rank 85 out of 129 countries in 2019,
rank 85 out of 131 countries in 2020, and rank 87 out of 132 countries in 2021.
There was a decrease in ranking in 2020 compared to the previous year. In 2021,
there was an increase, although not significantly. Although Indonesia's
innovation index is still equivalent to the country's income and development
level, it is still relatively low compared to neighboring countries, as a
comparison can be seen in Table 1.
Table 1. Sample GII data
countries in Asia Year 2021
Country |
Order |
||
2019 |
2020 |
2021 |
|
Korea South |
11 |
10 |
5 |
Singapore |
8 |
8 |
8 |
China |
14 |
14 |
12 |
Japan |
15 |
16 |
13 |
Malaysia |
35 |
33 |
36 |
Thailand |
43 |
44 |
43 |
Vietnamese |
42 |
42 |
44 |
India |
52 |
48 |
46 |
Philippines |
54 |
50 |
51 |
Brunei |
71 |
71 |
82 |
Indonesia |
85 |
85 |
87 |
Sri Lanka |
89 |
101 |
95 |
Pakistan |
105 |
107 |
99 |
Cambodia |
98 |
110 |
109 |
Bangladesh |
116 |
116 |
116 |
Source: https://www.wipo.int/publications/en/details.jsp?id=4541)necessary
Data
regarding this innovation shows that the level of innovation in Indonesia is
still far from expectations; compared to neighboring countries in the Southeast
Asian region, Indonesia's position is still below. The problem of low
innovation in Indonesia reflects that innovation in various aspects of life
needs to be continuously improved. This index explains that education is one of
the factors that support a country's innovation, so if you want to increase
innovation, the quality of education needs to be improved.
Since 2020, the
government has carried out national education reforms through independent
learning, driving teachers, driving schools, and Pancasila student profiles to
improve the quality of education. The independent learning policy is expected
to provide independence to each education unit to innovate by adjusting the
conditions of the learning process to culture, local wisdom, and socioeconomic
and educational infrastructure. The essence of the independent learning policy
is to explore the potential possessed by teachers and students to innovate and
improve the quality of the teaching and learning process independently.
Specifically,
about Vocational Schools, in March 2021, the government even launched the eighth
episode of the Independent Learning Program with the theme of the Center for
Excellence Vocational High School aimed at improving vocational education as a
strategy for developing Indonesia's human resources. Based on this policy, the
Center for Excellence Vocational School is a comprehensive breakthrough aimed
at responding to challenges in improving the current condition of Vocational
Schools.
The approach to
implementing this policy is by applying technology for acceleration, with
diversity as the essence and the profile of Pancasila students. The role of
technology in acceleration relates to how education can produce various types
of techniques and innovations in each region, school, and student. Technology
is one of the most possible ways to accelerate education. Furthermore,
diversity as, an essence, relates to differences in school levels, students,
and levels of regional fundamental competence, literacy, and numeracy. This
difference must be adjusted to the teacher's flexibility in determining the
level of teaching and assessment to measure students' abilities. At the same
time, the profile of Pancasila students is related to curriculum adjustment,
which has the goal of realizing student profiles in Indonesia through six
indicators, namely: cognitive abilities, independence, creativity, cooperation,
global diversity, and noble character.
Efforts to
realize the independent learning policy, including in Vocational Schools
through the Center for Excellence Vocational High School program, require teachers
to make various innovations in providing educational services. Teachers are
required to continue to create and do new things in learning. The teacher's
innovativeness will make him continue exploring new ideas relevant to learning
activities. The innovativeness of teachers is marked by activities in creating
and implementing new ideas in the form of educational products, processes, and
services that directly impact improving learning outcomes and achieving school
goals. Innovation is needed in learning products that make teachers
continuously produce new outputs or products that function as solutions to
problems in learning, such as learning media that support students to master
competencies and directly impact learning outcomes.
The teacher's
innovativeness encourages the creation of novelty in the products used in
teaching and learning activities. It creates new learning media that are
interesting and effectively used, supporting mastery of student competencies.
The innovativeness of teachers makes them more capable of providing new
services that can make it easier for students to transfer knowledge and adapt
to technological advances and the current development of the world of work. The
teacher's innovativeness in modifying work processes to be more efficient will
save time so that a certain amount of time can be utilized for development
activities.
However, the
facts show that teachers are not entirely innovative. Based on initial
interviews with 3 principals of State Vocational Schools in Kuningan District,
teachers still need help creating new products, improving existing products,
and implementing cutting-edge learning. This condition can be seen in only a
few teachers who can create their own learning aids or teaching materials. Most
teachers still need help using and developing teaching materials and learning
media that adopt the technology. In other aspects, teachers must still
be more optimal in updating work plans and developing work methods. This
condition can be seen in the few teachers who conduct classroom action research
(CAR) to develop learning methods and media. While in the service aspect,
teachers still need to utilize information technology in student learning
services fully. Most teachers have yet to use applications that can be used to
support learning fully.
While
based on the results of a preliminary survey by distributing questionnaires to
30 PNS teachers at 4 (four) State Vocational Schools in the District Kuningan,
36.76% of teachers still need to be more constrained in being innovative. In more detail, the analysis
based on the indicators is explained as follows.
1. 28.89% of teachers still need
to show innovation about product novelty. This can be seen from the lack of
teachers in improving facilities and infrastructure following developments,
still needing to compile and implement various work plans.
2. 42.22% of teachers still need
to be more optimal in developing innovativeness related to the learning
process. This can be seen from the lack of teachers in innovating teaching
methods, the need to make teaching preparations using the PPSI instructional
design model (Instructional System Development Procedure), and the lack of
teachers seeking information about making up-to-date learning media.
3. 39.17% of teachers still need
to show innovation about services. This can be seen from the lack of teachers
in providing learning services following the social background of students,
still minimal in helping students find their learning resources, and the lack
of teachers in providing solutions when students experience learning
difficulties.
Based on these
initial findings, it can be assumed that if innovativeness is still low, a
solution cannot be found, it is at risk of decreasing educational services,
especially in providing solutions to students' problems, the lack of action to
develop the use of knowledge and skills, and the lack of focus on exciting and
fun learning services for participants educate. As a result, students would
prefer to follow the lesson. This condition will affect the achievement of
predetermined educational goals, and it is feared that the quality of schools
will decline. On this basis, it is necessary to analyze the factors that
influence it so that reinforcement can be carried out to increase teacher
innovation.
Research on
innovation in various industrial fields has shown that efforts to increase
innovation must be continued. Innovativeness in traveling, which examined 349
travel agent customers in Srinagar, India, showed that service innovation was
the key to customer satisfaction and loyalty (Hollebeek
& Rather, 2019). Research on innovativeness
among teachers, among other things, proves a positive relationship exists
between pedagogic competence and situational leadership, especially among
private junior high school teachers in South Bogor District (Wahardi
et al., 2017). Innovativeness among
teachers is positively related to organizational culture and pedagogical
competence (Marliana
et al., 2018). The innovativeness of high
school teachers in the city of Lubuklinggau is influenced by transformational
leadership (Pestalozi
et al., 2019). Research that measures the
level of innovativeness of teachers in the Malatya Province, Turkey, concludes
that shared leadership and empowerment are closely related to teacher innovation.
Therefore, it is necessary to consider an environment where shared leadership
can run optimally to increase teacher innovation and support teachers in
decision-making. decision (Cobanoglu,
2021). It is proven
that teacher innovation is also influenced by achievement motivation, teamwork,
and organizational climate (Noviyanti et al.,
2021). Research
involving a large sample of 241,426 teachers from 15,672 schools spread across
48 OECD countries shows that the collective innovativeness of teachers is
influenced by their autonomy in the classroom and collaborative school culture,
specifically teacher participation in collective learning activities at school
increases collective teacher innovation (Nguyen et al.,
2021).
Based
on the research studies previously described, several factors influence
innovation, including pedagogic competence, situational leadership,
empowerment, organizational culture, teamwork, achievement motivation,
organizational climate, teacher autonomy, collaboration, and shared leadership
(shared leadership). The difference in the research reported here focuses on
innovativeness among State Vocational School teachers in Kuningan, West Java,
specifically examining the influence of organizational culture,
transformational leadership, self-efficacy, and achievement motivation. Studies
on the influence of self-efficacy variables are expected to enrich various
findings regarding innovativeness.
Organizational
culture, as values, principles, traditions, and ways of working that guide
members of the organization in their work, will shape the environment and
behavior of members of the organization. A school organizational culture that
instills a spirit of innovation is thought to increase innovativeness among
teachers.
The
teacher's innovativeness will be formed if it is strengthened by a leadership
style that supports continuous improvement. Transformational leadership is
leadership that inspires subordinates to commit to the vision and goals of the
organization by developing the potential of subordinates to be able to solve
and solve problems innovatively through coaching, mentoring, and support is a
leadership style that is in line with increasing teacher innovation. Through
strengthening transformational leadership, school principals can encourage
teachers to innovate following developments in science, technology, and art.
Furthermore,
self-efficacy plays a vital role in individual and environmental factors.
Self-efficacy is a person's belief that he can manage and decide on the actions
needed to carry out tasks properly. Teachers who have high self-efficacy are
more likely to participate in the implementation of innovative teaching
strategies and have a stronger focus on their teaching. Meanwhile, another
variable that is thought to increase teacher innovation is achievement
motivation. Achievement motivation is someone's encouragement or desire that
will shape behavior to excel in carrying out activities or tasks as well as
possible in order to achieve achievement. Teachers who have high motivation
certainly have a strong drive to achieve achievements through the innovations
they develop.
Based
on the above background, this research aims to find ways to increase the
innovativeness of teachers, especially State Vocational High School teachers in
Kuningan Regency, through research on the influence of Organizational Culture,
Transformational Leadership, Self-Efficacy, and Achievement Motivation
variables. This research significantly benefits teacher innovation, especially
at State Vocational Schools in Kuningan Regency. By finding the influence of
organizational culture, transformational leadership, self-efficacy, and
achievement motivation on teacher innovation, it is possible to identify what
factors need improvement within the organizational environment to increase
teacher innovation. In addition, this research can also provide new views and insights
to related parties regarding the development and training for State Vocational
School teachers in Kuningan Regency.
METHODS
This research was conducted using quantitative methods
through path analysis techniques (path analysis). This research was conducted
at State Vocational Schools within the scope of Kuningan Regency, West Java.
There are 9 State Vocational Schools divided into 8 Districts in the Kuningan
Regency, West Java, namely Kuningan, Ciwagebang, Cilimus, Cigugur, Cidahu,
Luragung, Jepara, and Pancalang Districts. The target population in this study
were all vocational teachers within the scope of the Kuningan Regency, West
Java. At the same time, the reachable population in this study were teachers at
State Vocational Schools in Kuningan Regency, West Java, with a total of 634
people. There are 9 State Vocational Schools divided into 8 Districts in the
Kuningan Regency, West Java, namely Kuningan, Ciwagebang, Cilimus, Cigugur,
Cidahu, Luragung, Jepara, and Pancalang Districts. The sampling technique used
in this study used proportional random sampling by calculating the sample size
using the Taro Yamane equation (in Singh, Ajay & Masuku, 2014) at a margin
of error of 5%. Sources of research data used in this study consisted of primary
and secondary data. The data analysis technique used is a research hypothesis
test.
RESULTS AND DISCUSSION
Hypothesis test
First Hypothesis Testing
The calculation results obtained path coefficient
values with βy1 = 0.210. The
results of testing the significance of the coefficients obtained tcount
of 6.227, and ttable (dk = 242, with α = 0.05) of
1.969, and ttable (dk = 242, with α = 0.01) of 2.596.
Table 2.
Calculation results of the direct influence test of variables
Organizational
Culture on Teacher Innovativeness
Variable |
N |
dk |
by1 |
tcount |
ttable α = 0.05 |
ttable α = 0.01 |
X 1 on Y |
245 |
242 |
0.210 |
6,227 |
1,969 |
2,596 |
Based
on the calculation results as shown in the table, tcount > ttable
is obtained. Then H0 is accepted, and H1 is rejected. Thus,
it can be concluded that organizational culture (X1) has a positive
and significant direct effect on teacher innovativeness (Y).
Second Hypothesis Testing
The
calculation results obtained the path coefficient value with βy2 = 0.433. The test results obtained tcount
of 13.593 and ttable (dk = 242, with α = 0.05) of 1.979 and ttable
(dk = 242, with α = 0.05) of 1.969 and ttable (dk = 242, with
α = 0.01) of 2.596.
Table 3. Calculation results
of the direct effect test of variables
Organizational Culture on
Innovativeness
Variable |
N |
dk |
by2 |
tcount |
ttable α = 0.05 |
ttable α = 0.01 |
X 2 on Y |
245 |
242 |
0.433 |
13,593 |
1,969 |
2,596 |
Based on the calculation results as shown in Table
3, it is obtained tcount > ttable. Then H0
is accepted, and H1 is rejected. Thus, it can be concluded that
transformational leadership (X2) has a positive and significant
direct effect on teacher innovation (Y).
Third Hypothesis Testing
The calculation results obtained path coefficient
values with βy3 = 0.361.
The test results obtained tcount of 8.409, ttable (dk =
242, with α = 0.05) of 1.969, and ttable (dk = 242, with α
= 0.01) of 2.596. The results of the analysis and significance test of the path
coefficient can be seen in Table 4.
Table 4. Calculation results of the
direct effect test of variables
Self-Efficacy on Teacher
Innovativeness
Variable |
N |
dk |
βy3 |
tcount |
ttable α = 0.05 |
ttable α = 0.01 |
X3 on Y |
245 |
242 |
0.361 |
8,409 |
1,969 |
2,596 |
Based on
the calculation results shown in Table 4, tcount > ttable
is obtained. Then H0 is rejected, and H1 is accepted. Thus,
it can be concluded that self-efficacy (X3) has a positive and
significant direct effect on teacher innovation (Y).
Fourth Hypothesis Testing
The calculation results obtained path coefficient values with βy4 =
0.126. The test results obtained tcount of 2.877, ttable
(dk = 242, with α = 0.05) of 1.969, and ttable (dk = 242, with
α = 0.01) of 2.596. The results of the analysis and significance test of
the path coefficient can be seen in Table 5.
Table 5. Calculation Results of the
Variable Direct Effect Test
Achievement Motivation on Teacher
Innovativeness
Variable |
N |
et al |
βy4 |
tcount |
ttable α = 0.05 |
ttable α = 0.01 |
X 4 on Y |
245 |
242 |
0.126 |
2,877 |
1,969 |
2,596 |
Based on the calculation results shown in
Table 5, tcount > ttable is obtained. Then H0
is rejected, and H1 is accepted. Thus, it can be concluded that
self-efficacy (X4) has a positive and significant direct effect on
teacher innovation (Y).
Fifth
Hypothesis Testing
The calculation results
obtained a path coefficient value with β41 = 0.143. The test results obtained tcount of 2.942, ttable
(dk = 243, with α = 0.05) of 1.969, and ttable (dk = 243, with
α = 0.01) of 2.596. The results of the analysis and significance test of
the path coefficient can be seen in Table 6.
Table 6. Calculation results of the direct effect
test of variables
Organizational Culture on Achievement
Motivation
Variable |
N |
et al |
b41 |
tcount |
ttable α = 0.05 |
ttable α = 0.01 |
X 1 on X 4 |
245 |
243 |
0.143 |
2,942 |
1,969 |
2,596 |
Based on the calculation results shown in Table 6, tcount >
ttable is obtained. Then H0 is rejected, and H1
is accepted. Thus, it can be concluded that organizational culture (X1)
has a positive and significant direct effect on teacher achievement motivation
(X4).
Sixth
Hypothesis Testing
The calculation results
obtained a path coefficient value with β42 = 0.099. The test results obtained tcount
of 2.142, ttable (dk = 243, with α = 0.05) of 1.969, and ttable
(dk = 243, with α = 0.01) of 2.596. The results of the analysis and
significance test of the path coefficient can be seen in Table 7.
Table 7. Calculation Results of the Direct Effect
Test of Variables
Transformational Leadership on
Achievement Motivation
Variable |
N |
dk |
b42 |
t count |
t table α = 0.05 |
t table α = 0.01 |
X 2 on
X 4 |
245 |
243 |
0.099 |
2,142 |
1,969 |
2,596 |
Based on the calculation results shown in
Table 7, tcount > ttable is obtained. Then H0
is rejected, and H1 is accepted. Thus, it can be concluded that
transformational leadership (X2) has a positive and significant
direct effect on teacher achievement motivation (X4).
Seventh
Hypothesis Testing
From the calculation results, the path coefficient
value is obtained with β 43 = 0.666.
The test results obtained tcount of 14.484, ttable (dk =
243, with α = 0.05) of 1.969, and ttable (dk = 243, with α
= 0.01) of 2.596. The results of the analysis and significance test of the path
coefficient can be seen in Table 8.
Table 8. Calculation Results of the Variable
Direct Effect Test
Self-Efficacy on Achievement Motivation
Variable |
N |
dk |
b42 |
tcount |
ttable α = 0.05 |
ttable α = 0.01 |
X 3 on X 4 |
245 |
243 |
0.666 |
14,484 |
1,969 |
2,596 |
Based on the calculation results shown in
Table 8, tcount > ttable is obtained. Then H0 is
rejected, and H1 is accepted. Thus, it can be concluded that
self-efficacy (X3) has a positive and significant direct effect on
teacher achievement motivation (X4).
Eighth
hypothesis testing
Hypothesis testing is carried out by testing the
indirect effect of organizational culture (X1) on teacher innovation
(Y) through achievement motivation (X4). The statistical hypothesis
tested is as follows.
H0: βy41 ≤ 0
H1: βy41 > 0
The results of the calculation of the hypothesis are as follows.
βy41 = β41 x βy4 = 0.143 x 0.126 = 0.018
S41 = 0.06
Sy4 = 0.036
Sg = √
tcount =
ttable for α = 0.05 and
dk = n – k – 1 = 245-2-1 = 242 two-party test is 1.970.
From the calculation results, the path coefficient
value is 41 = 0.018. The test results obtained tcount of 0.363, t table
(dk = 242, with α = 0.05) of 1.970, and ttable (dk = 242, with
α = 0.01) of 2.596. Based on the results of the calculation as shown, tcount
< ttable. Based on these data, it can be concluded that the
positive indirect effect of organizational culture on teacher innovation
through achievement motivation is not significant. This means that achievement
motivation is ineffective as a mediator of the influence of organizational
culture on teacher innovation.
Ninth
hypothesis testing
Hypothesis testing is carried out by testing the
indirect effect of transformational leadership (X2) on teacher
innovation
(Y) through achievement
motivation (X4). The statistical hypothesis tested is as follows.
H0: βy42 ≤ 0
H1: βy42 > 0
The results of the
calculation of the hypothesis are as follows
=
×
= 0.099 ×
0.126 = 0.012
S42 = 0.038
Sy4 = 0.036
Sg = √
tcount =
ttable for α = 0.05 and dk = n – k – 1 = 245-2-1 = 242 two-party
test is 1.970.
The path coefficient value of 42 = 0.012 is obtained
from the calculation results. The test results obtained tcount of
0.337, ttable (dk = 242, with α = 0.05) of 1.970, and ttable
(dk = 242, with α = 0.01) of 2.596. Based on the results of the
calculation as shown, tcount < ttable. Thus, it can be
concluded that the indirect effect of transformational leadership on teacher
innovation through achievement motivation is not significant. This means that
achievement motivation does not play an effective role as a mediator of the
influence of transformational leadership on innovation.
Tenth Hypothesis Testing
Hypothesis testing is carried out by testing the
indirect effect of trust (X3) on teacher job satisfaction (Y)
through achievement motivation (X4). The statistical hypothesis
tested is as follows.
H0: βy43 ≤ 0
H1: βy43 > 0
The results of the calculation of the hypothesis are as follows.
βy43 = β43 x βy4 = 0.666 x 0.126 = 0.084 S43 = 0.042
Sy4 = 0.03
Sg = √
tcount =
ttable for α = 0.05 and dk = n – k – 1 = 245-2-1 = 242 two-party
test is 1.970.
The path coefficient value of 41 = 0.084 is obtained
from the calculation results. The test results obtained tcount of 2.145, ttable
(dk = 242, with α = 0.05) of 1.970, and ttable (dk = 242, with
α = 0.01) of 2.596. Based on the calculation results as shown, tcount
> ttable. Thus, it can be concluded that self-efficacy
significantly indirectly affects teacher innovation through achievement
motivation. This means that achievement motivation plays an effective role as a
mediator of the indirect effect of self-efficacy on innovation.
Discussion
of Research Results
Direct Influence of Organizational Culture (X1)
on Teacher Innovativeness (Y)
From the data processing results, it can be
concluded that the organizational culture variable (X1) directly
affects the teacher's creative ability (Y). This is proven based on the path
coefficient value 𝛽𝑦1 = 0.210 (Sig 0.000 <0.05), meaning that the
stronger the organizational culture, the higher the teacher's innovativeness.
The results of the research that has been carried
out follow the results of research (Marliana et al., 2018) that organizational culture has a positive and significant relationship
with teacher innovation as evidenced by the tcount (8.252) > ttable
(2.617). Likewise, the results of research with similar conclusions, namely
organizational culture, have a positive and significant effect on teacher innovation
(Suharyati et al., 2016).
The study's results prove that organizational culture
is an important variable that needs to be strengthened to increase the
innovativeness of State Vocational High School teachers in Kuningan Regency,
West Java. Organizational culture, as a set of values, norms, basic
assumptions, beliefs, and principles that are learned and mutually agreed upon,
is a guideline for innovative teacher activities. Through organizational
culture, values can be embedded, which become a reference for teachers in daily
activities, including innovating in learning.
Organizational culture is the inherent values,
assumptions, behaviors, and general habits, represented as appearances,
behaviors, and actions and interpreted collectively by each organization member
(Siahaan et al., 2020). Organizational culture will shape the organizational structure and
internal processes within it. These internal structures and processes will then
produce social groups and processes to create work attitudes and behaviors that
can produce outputs. The output referred to in this study is teacher innovation
(Kinicki & Fugate, 2016).
The Direct Effect of Transformational Leadership
(X2) on Teacher Innovativeness (Y)
Based on the data processing results, it was
concluded that there was a positive and significant direct effect of
transformational leadership (X2) on teacher innovativeness (Y). This
is proven by the path coefficient value obtained by 𝛽𝑦2 = 0.433 (Sig value 0.000 <0.05). The results of this study can be
interpreted that the better the transformational leadership carried out by the
principal, the better the innovativeness of the teacher.
The results of the research that has been carried
out follow the results of the study (Thahir et al., nd), which states that there is a positive and very significant relationship
between transformational leadership variables (ry12 = 0.379; ρ
<0.05). Research also found similar conclusions (Sunardi et al., 2019) that transformational leadership has a positive and significant effect.
Likewise, the results of research (Sukmanasa et al., 2021) prove a solid or significant relationship between transformational
leadership and teacher innovation. The results of this study confirm that
efforts to increase teacher innovation can be made by strengthening
transformational leadership.
Direct Effect of Self-Efficacy (X3) on
Teacher Innovativeness (Y)
Based on the results of data processing, it was
concluded that there was a positive and significant direct effect of the self-efficacy
variable (X3) on teacher innovativeness (Y) with the strength of the
path coefficient value 𝛽𝑦3 = 0.361 (Sig value 0.000 <0.05). In other
words, it can be interpreted that the better the teacher's self-efficacy, the
better his innovativeness will be.
This study's results align with research (Sunardi et al., 2019), which suggests that self-efficacy has a positive and significant effect.
Similar results are also found in Tirmizi's research (2020) that self-efficacy
influences the innovativeness of SMKN teachers in West Lombok (ry=0.620).
Changing the teacher's attitude and paradigm in managing self-confidence will
create courage in creating innovation in the tasks performed.
Self-efficacy plays a vital role in individual and
environmental factors. Self-efficacy is a belief that one can control and
decide on the actions needed to complete tasks correctly. Teachers who have
high self-efficacy are more likely to participate in the implementation of
innovative teaching strategies and have a stronger focus on their teaching.
Educators are confident in directing and deciding on the actions needed to
fulfill the right tasks. Innovations will be born in their teaching activities.
In other words, the higher the teacher's confidence in his success in doing
something, the more it is hoped that it will further increase work innovations
in his teaching practice.
Previous research suggests a positive and
significant relationship between self-efficacy and innovativeness (Nurhasan et al., 2021). Teacher self-efficacy is one thing that influences the success of
teaching in schools. Teachers with low self-efficacy doubt their abilities,
reduce their efforts to achieve goals, and even give up, affecting the
teacher's ability to innovate. Conversely, teachers with higher self-efficacy
are more likely to participate in knowledge-sharing exercises. Self-efficacy
predicts events and related actions through the exchange of information and the
translation of performance feedback. Self-efficacy also has a significant and
positive effect on information-sharing behavior. Teachers with higher
self-efficacy are more likely to participate in information-sharing practices.
The Direct Effect of Achievement Motivation (X4)
on Teacher Innovativeness (Y)
The data processing results concluded that there was
a positive and significant direct effect of the achievement motivation variable
(X4) on teacher innovativeness (Y). This is evidenced by the value
of the path coefficient 𝛽𝑦4 = 0.126 (Sig value 0.004 <0.05). This
means the more robust the teacher's achievement motivation, the higher the
innovativeness.
This study's results align with the research (Noviyanti et al.,
2021). He says a significant positive relationship exists between achievement
motivation and teacher innovation. These results indicate that high teacher
achievement motivation can encourage teacher innovation. Achievement motivation
grows and develops within the teacher to do the best possible job to achieve
goals. Achievement motivation can be implemented when the teacher has the
desire to succeed. The task of teaching is a challenge, so the teacher must
have achievement motivation. An increase in motivational factors can be seen in
individual teachers working harder. Teachers will be more active if they have
the motivation to excel.
Teacher innovation requires strong achievement
motivation from a teacher. Through achievement motivation, the teacher will
have the drive or desire that will shape the behavior to be superior in
carrying out the task as well as possible to achieve achievement. Teachers who
have low motivation will find it easier to achieve through the innovations they
develop. The existence of achievement motivation will be an impetus to excel in
competition, obtain feedback on performance, and be diligent in carrying out
tasks. High teacher achievement motivation results in teachers having the drive
to meet needs in achieving specific goals, continue improving their abilities
and want to avoid failure.
Direct Effect of Organizational Culture (X1)
on Teacher Achievement Motivation (X4)
The
data processing results concluded that there was a positive and significant
direct influence of organizational culture variables (X1) on teacher
achievement motivation (X4). This is evidenced by the path
coefficient value 𝛽41 = 0.143 with a Sig value of 0.004 <0.05
and tcount = 2.942; In contrast, ttable at the fundamental level α = 0.05
obtained ttable = 1.969, then tcount > ttable
means H0 is rejected, and H1 is accepted. In other words, it can be interpreted
that the better the organizational culture, the better the teacher's
achievement motivation will be followed. Organizational culture has a direct
influence on teacher achievement motivation by 14.3%.
The
results of this study are in line with the results of research (Hardianto, 2018) that organizational culture has a positive and significant direct effect
on achievement motivation (βy=0.303; Sig <0.05). The research results
conclude that an increase in organizational culture is needed to increase
performance motivation. Organizational culture is the most influential factor
that increases motivation to succeed.
In
education, organizational culture explains the differences between teachers in
an educational organization on how to interact and act to get work done
compared to teachers in other educational organizations. In addition,
organizational culture can also bind teachers to have a unified vision that
creates unity in behavior or action. The formation of an educational and
organizational culture can contribute to increasing teacher achievement
motivation. A solid organizational culture guarantees good achievement
motivation because organizational culture serves as a guide for teachers in
carrying out their daily tasks.
Direct Effect
of Transformational Leadership (X2) on Teacher Achievement
Motivation (X4)
Based
on the results of data processing, it can be concluded that there is a direct
positive and significant influence of the transformational leadership variable
(X2) on teacher achievement motivation (X4) with a path
coefficient value of 𝛽42 = 0.099 (Sig 0.033 <0.05). In other words,
it can be interpreted that the better the principal's transformational
leadership, the better the teacher's achievement motivation will be.
This
study's results align with research (Wahyuni, 2016) that transformational leadership directly affects achievement motivation,
as indicated by a path coefficient value of 0.333. Change leaders are more
sensitive to the needs of their employees to increase performance motivation.
The
hallmark of transformational leadership is how leaders motivate their
subordinates to excel through encouragement in developing their potential to
solve problems innovatively through coaching, mentoring, and support. This
feature shows a very close relationship between transformational leadership and
achievement motivation. Leaders who consistently encourage subordinates to do
work mean leaders who motivate someone to work better to achieve organizational
goals. Through transformational leadership, the principal will provide
inspirational motivation through optimism and enthusiasm about goals and the
future. The indicator of transformational leadership is how subordinates have
achievement motivation at work.
Direct Effect of Self-Efficacy (X3) on
Teacher Achievement Motivation (X4)
Based on the results of data processing, it was
concluded that there was a significant direct effect of the self-efficacy
variable (X3) on teacher achievement motivation (X4),
with a strength of influence 𝛽43 = 0.666 (Sig 0.000 <0.05). The stronger
the self-efficacy, the higher the teacher's achievement motivation. This
study's results, self-efficacy is important in teacher achievement motivation (Maufuriyah, 2015).
The two factors above show an attachment to each
other where people who are always sure they will succeed in the efforts made,
at the same time, will have high motivation to do and complete them. The
self-confidence possessed by a teacher will encourage him to do things that make
him motivated to give achievements at work. High self-confidence will give a
teacher the confidence and self-ability to produce achievements from what he is
doing. In this case, if teachers always feel confident in their ability to
complete a task, they will be encouraged to do it as well as possible to
achieve high achievement.
Indirect Influence of Organizational Culture (X1)
on Teacher Innovativeness (Y) Through Achievement Motivation (X4)
From the results of data processing, it was
concluded that there was a direct but not significant effect of the
organizational culture variable (X1) on teacher innovativeness (Y)
through teacher achievement motivation (X4). This is evidenced by
the value of the path coefficient 𝛽𝑦41 = 0.018. Based on calculating the total
direct influence of organizational culture, transformational leadership,
self-efficacy, and achievement motivation on teacher innovation is 113%.
Meanwhile, the total indirect effect is only 11.4%. These results show that the
contribution of the indirect influence of the three independent variables
through achievement motivation has a small number on teacher innovation. In
other words, achievement motivation as an intervening variable in this study is
not effective enough in supporting the influence of organizational culture on
teacher innovation. Achievement motivation does not mediate, where the direct
effect is stronger than the indirect effect. In other words, organizational
culture has a more significant direct influence without having to go through
achievement motivation. Based on the analysis of indicators, knowledge and
technology integration greatly influence teachers' innovative behavior without
having to strengthen self-efficacy.
Some factors that cause an insignificant indirect
effect of organizational culture on teacher innovation through achievement
motivation include limited resources such as time, funds, and facilities that
hinder teacher innovation and achievement motivation. With the support of
existing resources from the organization, teachers can achieve innovation. In
addition, teachers' involvement in the decision-making process and their
participation in developing organizational culture can influence their
motivation to innovate. When teachers are not involved in organizational
decisions, this can reduce their sense of ownership and responsibility for the
innovation process. Another thing that influences this influence is when
organizational culture needs to encourage change and innovation, making it
difficult for teachers to try new things and innovate. This can reduce
motivation and creativity.
Indirect Effect of Transformational
Leadership (X2) on Teacher Innovativeness (Y) Through Achievement
Motivation (X4)
From
the results of data processing, there is a direct, insignificant effect of the
transformational leadership variable (X2) on teacher innovation (Y)
through teacher achievement motivation (X4). This is evidenced by
the value of the path coefficient 𝛽𝑦43 = 0.038 (Signf < 0.05).
As
previously stated, the direct influence of transformational leadership
variables on teacher innovation is greater than the indirect effect. This
condition indicates that achievement motivation as an intervening variable in
this study is not strong enough to support the effect of transformational
leadership on teacher innovation. Achievement motivation does not mediate,
where the direct effect is stronger than the indirect effect. This condition
indicates that achievement motivation as an intervening variable in this study
is not strong enough to support the effect of transformational leadership on
teacher innovation. Achievement motivation does not have a mediating role,
where the direct effect is stronger than the indirect effect; in other words,
transformational leadership has a more significant direct influence without
having to go through achievement motivation. This means that if you want to
increase the innovativeness of the teacher, it will be more efficient when it
is carried out directly by way of transformational leadership.
Several
factors lead to an indirect, insignificant effect of transformational
leadership on teacher innovation through achievement motivation, including the
need for more ability to implement new ideas. Innovation requires the ability
to implement new ideas, which can be challenging. Lack of ability or skills in
implementing new ideas can affect the relationship between transformational
leadership and teacher innovativeness through achievement motivation. In
addition, differences between leadership styles and achievement motivation,
individual factors, and environmental factors are also factors that influence
the occurrence of an insignificant relationship between transformational
leadership and teacher innovation through achievement motivation. Although transformational
leadership and achievement motivation have much in common, they may need to be
more aligned. Transformational leadership and achievement motivation do not
always match the leadership style used in a particular organization or work
culture.
Some teachers may be more
motivated by personal or intrinsic achievement goals when viewed from
individual factors. In contrast, others may be more stimulated by recognition
or external encouragement. Meanwhile, when viewed from environmental factors
such as time pressure, high administrative demands, and other daily task
demands can hamper the teacher's ability to create and implement innovation.
Indirect Effect of Self-Efficacy (X3)
on Teacher Innovativeness (Y) Through Achievement Motivation (X4)
From
the results of data processing, it was concluded that there was a significant
direct effect of the self-efficacy variable (X3) on teacher
innovation (Y) through achievement motivation (X4). This is
evidenced by the value of the path coefficient 𝛽𝑦43 = 0.084 (Signf < 0.05). The results of this study indicate that
achievement motivation has a significant role in supporting the creation of an
indirect relationship between self-efficacy and teacher innovation. In other
words, teachers' innovation ability increases when self-efficacy is increased,
and self-efficacy strongly affects achievement motivation. Self-efficacy plays
a vital role in teacher achievement motivation, with the level of self-efficacy
affecting the level of teacher achievement motivation, indirectly affecting the
teacher's ability to innovate (Maufuriyah, 2015).
Several
factors, including organizational support, influence this significant
influence. Organizations that provide support and opportunities for growth will
increase teachers' self-efficacy and motivate them to be more innovative. A
positive and supportive work environment can influence teachers' self-efficacy
and motivate them to develop innovative ideas. In addition, the opportunity to
develop oneself through training or professional development programs can also
increase efficacy.
CONCLUSION
Organizational
culture, transformational leadership, self-efficacy, and achievement motivation
have a positive and significant direct effect on teacher innovation. Increasing
innovativeness can be done by directly increasing these factors. Achievement
motivation could be more effective as a mediator of the influence of
organizational culture or transformational leadership on teacher innovation.
However, it is effective as a mediator of the indirect effect of self-efficacy
on teacher innovation. Therefore, strategies to increase teacher innovation
need to pay attention to these factors and strengthen achievement motivation as
a mediator of the effect of self-efficacy on teacher innovation.
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