Teacher innovativeness: The effect of self-efficacy, transformational leadership, and school climate

This paper aims to identify variables and indicators that are important to improving teacher innovativeness in Indonesia. The paper adopts quantitative research design and Scientific Identification Theory for Operation Research in Education Management (SITOREM). The study population consists of 145 Indonesian state vocational high school teachers. Four questionnaires (transformational leadership, organizational climate, self-efficacy, and teacher innovativeness) assist in the collection of data using survey techniques. The results show that teacher self-efficacy and innovation can be improved by implementing transformational leadership and fostering a conducive school climate. To improve the quality of educational organizations, this study recommends priority variables and indicators for policy-makers.


Introduction
The changing industrial environment and competition between schools require school management to improve the quality of teaching.To meet the needs of students, schools need to invest in hardware and hire teachers who are competent and innovative.It is crucial for teachers to innovate in the way they carry out learning, both individually and collectively (Nguyen et al., 2021).To accomplish this, schools need to develop new ideas, methods, or strategies that teachers can easily understand and adopt continually (Chou et al., 2019).In order to improve the quality of teaching and education, teachers and schools need to be able to accept new views, new teaching methods, curriculum design, and new educational technology (Hill & France, 2020;Nguyen et al., 2019;Nurjaman et al., 2019;Yilmaz & Bayraktar, 2014).
Efforts to improve the quality of teaching in schools cannot be separated from the ability of teachers to innovate and their self-efficacy (Gkontelos et al., 2023;Lambriex-Schmitz et al., 2020).The role of the teacher in innovative teaching is to encourage students to learn from experiences inside and outside of the classroom (Chand et al., 2020).Innovative teaching refers to the process by which teachers use new and cutting-edge methods and materials when interacting with students, thus fostering students' creative thinking (Hosseini & Haghighi Shirazi, 2021).True selfefficacy teachers believe they can successfully overcome problems in teaching students inside and outside the classroom (Sánchez-Rosas et al., 2022;Zainal & Mohd Matore, 2021).Teachers' selfefficacy refers to their confidence in solving teaching problems and their ability to continue learning from the environment and his life experiences in order to succeed as teachers (Musadad et al., 2022).Teacher innovation and teacher self-efficacy are crucial variables in determining the progress of education.Therefore, efforts to improve both must continue to be sought and carried out, including in this study.
Various studies have been conducted to improve teacher innovativeness and self-efficacy.However, the study only focused on the direct effect of one variable on teacher efficacy and selfefficacy.Among these studies is the immediate positive and significant influence of transformational leadership on teacher innovation (Rad et al., 2021;Vermeulen et al., 2022), a direct positive and significant effect of self-efficacy on teacher innovation (Gkontelos et al., 2023;Zainal & Mohd Matore, 2021); and the direct influence of organizational climate and self-efficacy on teacher innovation (Lambriex-Schmitz et al., 2020;Vermeulen et al., 2022).Previous studies have focused only on accepting transformational leadership and organizational climate as predictors of teacher innovativeness.Past research has seen tiny exploring indicators of independent and dependent variables to be maintained and improved in action plans for changes in educational institutions.This research provides a new alternative to educational institutions to have guidelines for the better.
The novelty of this study is a sequential analysis of the influence of transformational leadership and organizational climate on teacher self-efficacy and innovation.Based on the results of previous studies, this study examines the role of leadership and organizational climate to develop and improve teacher self-efficacy and innovation.The findings of this study become a new model for developing and enhancing teacher innovation and teacher self-efficacy in educational organizations.Leadership roles, primarily transformational leadership, self-efficacy, and organizational climate, are essential variables that have not been explored in-depth and integrated.This study empirically analyzes factors to develop and improve teacher innovativeness and selfefficacy in educational organizations.This finding can motivate teachers and educational institutions to implement accessible and sustainable change.Another novelty of this study is that it presents variable indicators to be maintained and discussed through SITOREM analysis.This study investigates the extent to which indicators in research variables are selected to make changes in educational institutions as a priority.

Literature Review
Leadership roles in changing situations and environments require a transformational style compared to transactional and laissez-faire styles (Metaferia et al., 2022).Having transformational leadership involves communicating vision, developing staff, providing support, empowering staff, innovating, leading by example, and having charisma (Burić et al., 2021).In addition, scholars describe transformational leadership as a leader who can inspire followers to achieve the highest level of achievement, encourage employees to achieve goals further than expectations, persuade employees to give personal interests to the general welfare of the organization and play the role as the main force of the organization; encourage the development of new skills among employees and seek out opportunities to grow the organization relentlessly (Afsar & Masood, 2018;Metaferia et al., 2023;Phong & Son, 2020;Thompson et al., 2021).Research has shown that transformational leadership, such as peer variables and job satisfaction, can positively affect teachers' professional commitment (Arthi & Sumathi, 2020).In addition, organizational and leadership factors significantly influence teacher innovation behavior (Vermeulen et al., 2022).In other research, transformational leadership styles positively affect teacher innovation (Ismail et al., 2021;Vermeulen et al., 2022;Zainal & Mohd Matore, 2021).
Self-efficacy refers to a person's perception that they can obtain goals through personal actions and efforts (Anfajaya & Rahayu, 2020).According to Bandura (1978), a person's capacity for success is determined by how long they have been able to reap the rewards of their performance achievements, vicarious experiences, verbal persuasion, and physiological conditions (Bandura, 1978).Self-efficacy shapes attitudes to cope rather than give up, even when difficult situations arise, and encourages challenging responses to create high work performance.Conversely, people with low self-efficacy perceive that they do not have enough ability to achieve goals, so they avoid or give up, even in situations where the achievement of the task is easy (Choi & Kang, 2021).Selfefficacy is a theory of social learning developed by Bandura (1978); it is about how individuals learn in teams through direct experience that comes from one's work and observations that occur when one imitates the behavior of others (W.Kang, 2023).In the context of teachers, scholars define self-efficacy as a teacher's perception of their ability to succeed in engaging students, supporting learning, motivating students, and managing classes, even when faced with complex tasks in education (e.g., when working with students who are distracting, unmotivated, or disengaged in learning) (Ansley et al., 2021;Burić & Moè, 2020;Hammer et al., 2021;Liu & Hallinger, 2018).Self-efficacy mediates the interrelationships between leaders and members and encourages teachers' innovative behavior (Choi & Kang, 2021).Other research reinforces findings that teachers' self-efficacy is essential in mediating inclusive leadership and innovative work behaviors (Javed et al., 2021).Further empirical evidence is found that self-efficacy directly or as a moderator contributes to developing teacher innovation (Newman et al., 2018;Sharp et al., 2022;Zainal & Mohd Matore, 2021).
The organizational climate includes the school landscape and the components of learning resources, student relationships, communication, collaboration, leadership, decision-making, and learning innovation.Organizational climate refers to a person's general perception of an organization concerning organizational dimensions (Madhukar & Sharma, 2017).It is the organization's internal environment that includes teachers' physical, infrastructure, instructional, and emotional aspects that create a peaceful, comfortable, and pleasant environment (Don et al., 2021).The definition of organizational climate varies even though it has common ground, namely the subjective perception of employees about how their work environment affects them as individuals, influencing employees willing to go the extra mile for the organization, inspiring teachers positively or negatively in carrying out the learning process in school (Swart et al., 2021).Building a conducive organizational climate in schools is one of the challenges for principals, so they must learn leadership as well as possible (Barnová et al., 2022).Research shows that headmaster leadership impacts the organizational climate to improve a positive school environment for teachers and students to succeed (Swart et al., 2021).The state of the organizational climate is crucial because it affects many aspects, including motivation, performance, and creativity (Ahmad et al., 2023;Dicke et al., 2020;Mailool et al., 2020).Other research shows that organizational climate directly affects teacher innovation (Açikgöz & Günsel, 2011;Patras et al., 2021;Savitry et al., 2021).
Transformational leadership affects teachers' high and low self-efficacy.Transformational leadership is a behavior that influences and inspires followers to achieve outstanding results in the process of developing their leadership capacity to achieve organizational goals and vision (Rais et al., 2022).The transformational leadership style is successful in various countries, and leading educational institutions are implementing it (Firmansyah et al., 2022).One of the characteristics of this leadership style is setting an ideal example in school to influence student achievement (Kitur et al., 2020).During the COVID-19 pandemic and the transition of the learning process from conventional to digital (online), it was proven that the principal's ability to transform education was very effective (Aziz et al., 2022).Transformational leadership prioritizes value commitment, patterns, and performance to achieve organizational goals needed in the 21st Century (Firmansyah et al., 2022).In the context of organizations, transformational leadership affects other aspects, including teacher performance (Kitur et al., 2020), teacher commitment (Metaferia et al., 2023), and teacher mental health (Lin et al., 2022).Moreover, transformational leadership affects the selfefficacy of teachers and teacher efficacy in groups (Kang, 2021;Musadad et al., 2022;Sánchez-Rosas et al., 2023).
The Organizational climate contributes to organizational success and employee satisfaction (Don et al., 2021).Schools with an excellent organizational climate will excel in their academic performance compared to schools that do not care about it.The characteristics of an organization having a creative environment include dialogue or discussion, support for new ideas, providing challenges to teachers, teacher involvement in decision-making, and trust/openness in the organization (Munir & Beh, 2019).Organizational climate refers to attributes specific to a particular organization relating to the organization's members and work environment (Faremi & Jita, 2019).Research results of Zakariya (2020) show that there is a substantial direct impact of the school climate on job satisfaction (Zakariya, 2020).The creative environment in the organization can encourage employee creativity to increase organizational innovation (Çekmecelioğlu & Günsel, 2013).It is evident that there are interactive effects of different organizational climates on innovative behavior.In addition to affecting job satisfaction and employee innovativeness, the organizational climate has also been shown to affect self-efficacy.Research available by Lim and Eo (2014) shows that organizational climate influences the collective efficacy of teachers in schools (Lim & Eo, 2014), and organizational climate affects teacher self-efficacy (Shah et al., 2022).
This research formulates the research problem based on issues and theoretical research on teacher innovativeness, transformational leadership of principals, teacher self-efficacy, and organizational climate: RQ 1) Does the transformational leadership of principals have a significant impact on influencing teachers' innovativeness?
RQ 2) Does teacher self-efficacy have a significant impact on influencing teachers' innovativeness?
RQ 3) Does the organizational climate have a significant impact on teachers' innovativeness?RQ 4) Does the principal's transformational leadership have a significant impact on teachers' self-efficacy?RQ 5) Does the organizational climate have a significant impact on teachers' innovativeness?RQ 6) Does transformational leadership have a significant impact on organizational climate?

Method
This study examines the strategic role of transformational leadership and organizational climate in promoting teacher self-efficacy and innovation in vocational secondary schools.To this aim, a survey research design was utilized.The population of the study was a total of 226 public vocational school teachers in Bogor City, Indonesia.The current study involved 145 teachers who volunteered.The study data was gathered through questionnaires.To this end, four questionnaires were developed by researchers based on theories about the variables studied.With the help of three experts from the field of organizational behavior, we examined the validity of the instrument and finalized the instrument.The validity and reliability of instruments are measured after expert validation using Pearson's Product Moment statistical technique and Cronbach's Alpha for SPSSassisted instrument reliability.An instrument item is considered valid if its correlation value (r) is higher than .36.The reliability of the teacher innovation, transformational leadership, organizational climate, and self-efficacy instruments was .94,.97,.96,and .961,respectively.These values refer to reliable instruments that can be used for the main survey.A Google Form is used to collect data from the sample.
SPSS software was used to analyze data using the path analysis method.Path analysis results are deepened by indicator analysis.According to this study, the following indicators are used: The influence of idealism, inspirational motivation, intellectual stimulation, and individual consideration (Alzoraiki et al., 2023;Ismail et al., 2021;Kitur et al., 2020;Sánchez-Rosas et al., 2023).The organizational climate is measured using these indicators: the state of the physical environment, the state of the social environment, the implementation of management systems, and personal freedom (Barnová et al., 2022;Li et al., 2020;Widyaningsih et al., 2021).Self-efficacy is measured using the following indicators: Self-confidence, work commitment, enthusiasm at work, and perseverance in facing challenges (Lazarides et al., 2021;Lin et al., 2022).Finally, following indicators were considered for teacher innovation: Acceptance of new ideas, creation of new ideas, application of new methods in learning, application of new services, and utilization of achieved results (Hosseini & Haghighi Shirazi, 2021;Vermeulen et al., 2022).
Additionally, priority indicators are determined using the SITOREM analysis method (Hardhienata, 2017) that has been used in various studies (Djami et al., 2019;Hidayat et al., 2020;Setyaningsih & Sunaryo, 2021).The first step in SITOREM analysis is to calculate the mean score of each indicator from each research variable.From the point of view of the research subjects, the average score of each indicator describes the actual condition of these indicators.The researcher calculated the average value based on the assessment of 3 experts using the criteria "Cost, Benefit, Urgency, and Importance" for each variable indicator (each variable consists of several indicators).After obtaining the average score of research results on each indicator and the weight (%) of each indicator, an analysis is conducted to determine the classification of variable research indicators, namely: (a) groups of indicators that need to be immediately improved with the provision of high weight values and low scores; and (b) groups of indicators that need to be maintained or developed provided that the values are high weight and high score.Furthermore, based on the indicators' ranking in each research variable, priorities can be determined for indicators that need to be immediately improved, maintained, or developed.

Results
Proof of leadership roles, organizational climate, and efficacy of teacher innovation is empirically illustrated from test results using statistical inferences through path analysis in sub-structural Model 1 (see Figure 1).Based on the picture, there is one endogenous variable, namely teacher innovativeness (), and three exogenous variables: transformational leadership ( 1 ), organizational climate ( 2 ), teacher self-efficacy ( 3 ), and other variables, namely:  4 not researched.Based on this analysis, the path analysis model in sub-structural 1 is as follows:  =  1  1 +  2  2+  3  3 +  4 .Path analysis results are illustrated in Figure 1.
Evidence of leadership roles' and organizational climate's effect on self-efficacy illustrates inferential statistical results using path analysis in sub-structural model-2 (see Figure 2).The relationship model between variables in sub-structural-2 consists of one endogenous variable, namely self-efficacy ( 3 ), and two exogenous variables, transformational leadership ( 1 ) and organizational climate ( 2 ), and one residual variable  3 .Based on this relationship, the path analysis model in substructural-2 is as follows:  3 =  31  1 +  32  2 +  3 that is summarized in Figure 2.
In addition, t-test results showed that both transformational leadership (t= 5.492,  = .000)and organizational climate (t= 8.688,  = .000)have direct, positive, and statistically significant effect on teacher self-efficacy.This highlights if transformational leadership is improved and the organizational climate is conducive, it can increase teacher self-efficacy.It is empirically proven that transformational leadership and organizational climate are critical in increasing teacher selfefficacy.
Empirical proof of the role of leadership in organizational climate is illustrated from the results of path analysis in the sub-structural model-3 (see Figure 3).The model of the relationship between variables in sub-structural-3 consists of one endogenous variable, namely organizational climate ( 2 ), and one exogenous variable ( 1 ), namely transformational leadership ( 1 ), and variable residue  2 .Based on this relationship, the path analysis model in sub-structural-3 is as follows: Teacher Self-Efficacy ( 3 ) Figure 3 Path Analysis Model of Sub-structural-3 Based on analysis of t-test, transformational leadership was found to have a direct, positive, and statistically significant effect on organizational climate (t=13.227, = .000).Path coefficient  1 (transformational leadership) towards  2 (organizational climate) was found to be  21 = 0.742.The value of the residual variable path coefficient ( 2 ) obtained from the coefficient of determination value between organizational climates ( 2 ) and transformational leadership ( 1 ) is √1 −  2 = √1 − 0.550 = √0.450= 0.671.Finally, the path analysis model in sub-structural-3 is obtained as  2 = 0.742 1 + 0.671.This refers that the organizational climate will improve if transformational leadership is improved.Table 1 summarizes the conclusions reached on all theories.Based on the results of the SITOREM analysis to determine which indicators are maintained and which are corrected can be seen in Figure 4.

Discussion
Based on the results of this study, several significant findings are essential to discuss, namely: (1) a significant positive direct influence of transformational leadership on innovativeness, self-efficacy, and organizational climate; (2) a significant positive direct influence of organizational climate on innovativeness and self-efficacy; and (3) a significant positive direct influence of self-efficacy on teacher innovativeness.The endogenous variable increases if the state of the exogenous variable increases (Bashir et al., 2020;Ramli et al., 2022).For example, if transformational leadership as an exogenous variable increases, innovation, self-efficacy, and organizational climate will also increase.Another important finding is the priority to maintain and improve several indicators of the variables studied.
The findings of this study show that transformational leadership leads to increased innovativeness, self-efficacy, and organizational climate.The concept of transformational leadership refers to leadership that is based on ideas, motivation, intellectual stimulation, and individual consideration (Burić et al., 2021;Hermans, 2021;Sunaryo et al., 2023).Because the leader plays a central role in an organization, including an education organization, transformational leadership significantly influences teacher innovation, teacher self-efficacy, and organizational climate.(Burić et al., 2021;Cruz-González et al., 2021).Moreover, leaders' behaviors, mindsets, and attitudes can also motivate and inspire people within the organization (Netolicky, 2020).Conversely, bad leaders negatively affect an organization's performance and the performance of its employees (Manaa, 2022;Wolor et al., 2022).Thus, in transformational leadership, leaders can influence their employees with idealism, inspiration, intellectual stimulation, and individual consideration (Firmansyah et al., 2022).This is in line with previous research that transformative leadership affects positive outcomes in organizations, including work motivation (Djami et al., 2019;Sánchez-Rosas et al., 2023), job satisfaction (Djami et al., 2019), innovation (Khaola & Oni, 2020;Vermeulen et al., 2022), organizational climate (Barnová et al., 2022;Kim & Park, 2020;McCarley et al., 2016) and teacher self-efficacy (Sánchez-Rosas et al., 2023;Setyaningsih & Sunaryo, 2021).It is therefore essential to develop transformational leadership skills in educational management.This research proves that organizational climate contributes significantly to increased innovativeness and self-efficacy.Teacher perceptions of school climate are influenced by the physical environment, the social environment, the management system implemented, and the atmosphere of freedom for teachers (Manla, 2021;Molinari & Grazia, 2022).Geographic location, cleanliness, comfort, beauty, order, security, and the availability of school infrastructure all contribute to the quality of the physical environment.Personal relationships, cooperation, tolerance, and the workplace atmosphere constitute the social climate.Management systems include organizational characteristics, bureaucratic systems, power distribution, reward systems, conflict management, and resource allocation.Finally, teacher freedom is characterized by work procedures, role characteristics, and freedom of expression.The state of the environment that is well-perceived is proven in this study to increase innovativeness (Savitry et al., 2021;Shanker et al., 2017), and teacher self-efficacy (Shah et al., 2022;Zakariya, 2020).Several previous studies have shown that an organization's organizational climate influences organizational innovation (e.g.Shanker et al., 2017).
Furthermore, Ionica et al. (2019) found that a positive organizational climate leads to teachers being more innovative in schools.Additionally, it has been shown that the organizational environment affects a variety of variables, including teacher commitment and performance (Manla, 2021), job satisfaction (Adenike, 2011), and teaching motivation (Widyaningsih et al., 2021).Hence, improving the school's organizational climate is extremely important for improving educational quality.
Moreover, this study shows that teacher self-efficacy plays a significant role in teacher innovation.This study examined teacher self-efficacy as confidence, work commitment, enthusiasm at work, and persistence in tackling the challenges of carrying out duties as a teacher (Alfayez, 2022;Jerrim et al., 2023;Lazarides et al., 2021).Developing ICT skills, learning with various media, and creating a pleasant learning environment demonstrate teacher confidence.As a member of the working committee, the teacher fulfills his responsibilities, gives ideas, and contributes to the team's efforts.To be enthusiastic at work, one must always be enthusiastic, motivate other teachers, and inspire others, especially students.Teacher self-efficacy encourages teacher innovation in schools (Choi & Kang, 2021;Kang, 2023).According to Patras et al. (2021), teacher self-efficacy contributes significantly to teacher innovation.Theoretically, it can be explained that efficacy can encourage innovation because the teacher has high confidence to carry out tasks successfully and has appropriate emotional management skills (Gkontelos et al., 2023).This follows previous research, which stated that efficacy is significant for teachers (Buri & Moè, 2020), and teacher self-efficacy can improve education quality (Hajovsky et al., 2020;Saglam et al., 2023;Wang et al., 2022).
According to the study, organizational actions were prioritized sequentially based on SITOREM analysis: self-efficacy, transformational leadership, and organizational climate.The improvement of these three variables impacts teacher innovation and other variables (Alzoraiki et al., 2023;Lan & Chen, 2020;Trigueros et al., 2020).The indicators that must be maintained are the implementation of new services and the acceptance of new ideas.The indicators must be kept because these two indicators have an empirical average value above 4 (scale 1-5).While the indicators that need to be improved immediately because, according to expert research, they have a significant influence, the average value of the empirical indicator is below 4, namely: the creation of new ideas, the application of new methods in learning, providing inspiration, intellectual stimulation, individual consideration, physical environment, social environment, implementation of management systems, teacher freedom, teacher confidence, work commitment, enthusiasm for work, and persistence in facing challenges.Priority findings actions to maintain and improve indicators and variables in the organization can be used in determining the design of education management in schools (Hardhienata, 2017;Hidayat & Patras, 2022;Setyaningsih & Sunaryo, 2021).

Conclusion
Education organizations will be more competitive in facing the challenges of change and intense competition between educational organizations as long as the organization optimally improves leadership and organizational climate.This research strengthens the theory and proves that implementing transformational leadership and a conducive school climate atmosphere can enhance teacher innovation and teacher self-efficacy.Through SITOREM analysis, this research helps decision-makers take concrete actions to improve indicators that are still below the average value and maintain indicators that are above the average.

Limitations and Educational Implications
This study examined variables and indicators of priority for improving teacher innovativeness and self-efficacy by optimizing the role of leadership and organizational climate in State vocational high schools.However, Indonesia's sociocultural and economic situation, school management situation, and research context differ from other countries.Further, the population, the number of samples, and the research instruments used differ from similar studies.Those differences are a limitation of this study that could lead to differences in results and recommendations in other countries.
Education organizations can use the recommendations from this study as discussion material to determine which variables and indicator variables must be maintained and improved as priorities.In Indonesia, school decision-makers like principals, heads of education foundations, and teachers must constantly implement new services and accept new ideas.In schools, there are a number of indicators that need to be improved, including the creation of new ideas, the application of new learning methods, inspiration, intellectual stimulation, individual consideration, the physical environment, the social environment, the implementation of management systems, teacher freedom, teacher confidence, commitment, enthusiasm for work, and persistence in facing challenges.
Acknowledgements: Acknowledgments: We are grateful for your hospitality and willingness to help me with this research.We are also grateful for the guidance and direction Mr/Mrs Teacher gave us.We hope that this research can be helpful for teachers, schools, and society.
Author contributions: All the authors contributed significantly to the conceptualization, analysis, and writing of this paper.

Table 1
Recapitulation of hypothesis testing results