ENHANCING TEACHERS’ INNOVATIVE WORK BEHAVIOR THROUGH SELF-EFFICACY, TRANSFORMATIONAL LEADERSHIP, AND ORGANIZATIONAL SUPPORT

Abstract

This study aims to examine the relationship between self-efficacy, transformational leadership, organizational support, and teachers’ innovative work behavior in Islamic Boarding Schools with tahfidz programs in Bogor Regency. A quantitative approach with a correlational design was employed. The sample consisted of 159 teachers selected through proportional random sampling. Data were collected using Likert scale questionnaires and analyzed using Pearson correlation and multiple linear regression. The findings indicate that self-efficacy, transformational leadership, and organizational support were positively and significantly associated with teachers’ innovative work behavior. Simultaneously, the three variables made a significant contribution, with R = 0.912 and R² = 0.832, indicating that 83.2% of the variance in innovative work behavior was explained by the three predictors. Transformational leadership demonstrated the largest regression coefficient, followed by organizational support and self-efficacy. These findings highlight the importance of integrating individual capabilities, transformational leadership practices, and organizational support to strengthen teachers’ innovative work behavior. The study provides practical implications for school leaders in developing supportive organizational environments that encourage teachers to generate, promote, and implement innovative instructional practices.