The Effect of Transformational Leadership and Technological Literacy on Increasing Teacher Innovativeness

DOI: https://doi.org/10.33650/al-tanzim.v9i3.12058

Authors (s)


(1) * Herman Lasrin   (Universitas Pakuan Bogor)  
        Indonesia
(2)  Bibin Rubini   (Universitas Pakuan Bogor)  
        Indonesia
(3)  Lina Novita   (Universitas Pakuan Bogor)  
        Indonesia
(*) Corresponding Author

Abstract


This study aims to analyze the influence of transformational leadership and technology literacy on teacher innovation in secondary schools, and to explore the synergy between the two in encouraging learning innovation. Using a mixed-methods approach with a convergent parallel design, quantitative data were collected through a survey of 127 teachers and school principals in Bogor City. In contrast, qualitative data were obtained through in-depth interviews with 10 informants. The SEM-PLS analysis showed that transformational leadership had a significant effect on teachers' innovation (β = 0.383; p < 0.001), followed by technology literacy (β = 0.269; p < 0.001). Qualitative data reinforce these results by revealing that moral support, experimental space, and digital skills are important combinations in realizing creative ideas. Data integration shows that teacher innovation is not born from a single factor, but rather from the synergy between a supportive leadership climate and adequate technological capacity. These findings expand the theoretical understanding of leadership in digital education and highlight the need for visionary leadership training and digital literacy to foster sustainable innovation, especially in Islamic schools.


Keywords

Teacher Innovation, Transformational Leadership, Technology Literacy, Digital Education



Full Text: PDF



References


Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review. Frontiers in Psychology, 13, 920317. https://doi.org/10.3389/fpsyg.2022.920317

Al-Husseini, S., El Beltagi, I., & Moizer, J. (2021). Transformational Leadership and Innovation: The Mediating Role of Knowledge Sharing Amongst Higher Education Faculty. International Journal of Leadership in Education, 24(5), 670–693. https://doi.org/10.1080/13603124.2019.1588381

Aldogiher, A., Halim, Y. T., El-Deeb, M. S., Maree, A. M., & Kamel, E. M. (2025). The Impact of Digital Teaching Technologies (DTTs) in Saudi and Egyptian Universities on Institutional Sustainability: The Mediating Role of Change Management and the Moderating Role of Culture, Technology, and Economics. Sustainability, 17(5), 2062. https://doi.org/10.3390/su17052062

Alenezi, M., Wardat, S., & Akour, M. (2023). The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities. Sustainability, 15(6), 4782. https://doi.org/10.3390/su15064782

Alrawashdeh, H. M., Al-Tammemi, A. B., & Ghoul, I. (2021). Occupational Burnout and Job Satisfaction Among Physicians in Times of COVID-19 Crisis: A Convergent Parallel Mixed-Method Study. BMC Public Health, 21(1), 811. https://doi.org/10.1186/s12889-021-10897-4

Alzoraiki, M., Ahmad, A. R., Ateeq, A. A., Naji, G. M. A., Almaamari, Q., & Beshr, B. A. H. (2023). Impact of Teachers’ Commitment to the Relationship Between Transformational Leadership and Sustainable Teaching Performance. Sustainability, 15(5), 4620. https://doi.org/10.3390/su15054620

Chiu, T. K. F., Sun, J. C. Y., & Ismailov, M. (2022). Investigating the Relationship of Technology Learning Support to Digital Literacy From the Perspective of Self-Determination Theory. Educational Psychology, 42(10), 1263–1282. https://doi.org/10.1080/01443410.2022.2074966

de Jong, W. A., Lockhorst, D., de Kleijn, R. A. M., Noordegraaf, M., & van Tartwijk, J. W. F. (2020). Leadership Practices in Collaborative Innovation: A Study Among Dutch School Principals. Educational Management Administration and Leadership, 50(6), 928–944. https://doi.org/10.1177/1741143220962098

Eradze, M., De Martino, D., Tinterri, A., Albó, L., Bardone, E., Sunar, A. S., & Dipace, A. (2023). After the Pandemic: Teacher Professional Development for the Digital Educational Innovation. Education Sciences, 13(5), 432. https://doi.org/10.3390/educsci13050432

Fontán-Vela, M., Rivera-Navarro, J., Gullón, P., Díez, J., Anguelovski, I., & Franco, M. (2021). Active Use and Perceptions of Parks as Urban Assets for Physical Activity: A Mixed-Methods Study. Health and Place, 71, 102660. https://doi.org/10.1016/j.healthplace.2021.102660

Ghasemi, F. (2025). A Systematic Narrative Review of Teachers’ Occupational Stressors and Coping Strategies: A Bioecological Systems Perspective. Research Papers in Education, 40(1), 136–165. https://doi.org/10.1080/02671522.2024.2381142

Jang, M., Aavakare, M., Nikou, S., & Kim, S. (2021). The Impact of Literacy on Intention to Use Digital Technology for Learning: A Comparative Study of Korea and Finland. Telecommunications Policy, 45(7), 102154. https://doi.org/10.1016/j.telpol.2021.102154

Lavicza, Z., Weinhandl, R., Prodromou, T., Anđić, B., Lieban, D., Hohenwarter, M., Fenyvesi, K., Brownell, C., & Diego-Mantecón, J. M. (2022). Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments. Sustainability, 14(12), 7237. https://doi.org/10.3390/su14127237

Liu, Y., & Qi, W. (2021). Construction of Language Teachers’ Professional Competence in Education for Sustainable Development in Higher Education for Post-Pandemic Era. Journal of Language Teaching and Research, 12(2), 304–311. https://doi.org/10.17507/jltr.1202.12

McLure, F. I., & Aldridge, J. M. (2022). A Systematic Literature Review of Barriers and Supports: Initiating Educational Change at the System Level. School Leadership and Management, 42(4), 402–431. https://doi.org/10.1080/13632434.2022.2113050

Meyer, A., Hartung-Beck, V., Gronostaj, A., Krüger, S., & Richter, D. (2023). How Can Principal Leadership Practices Promote Teacher Collaboration and Organizational Change? A Longitudinal Multiple Case Study of Three School Improvement Initiatives. Journal of Educational Change, 24(3), 425-455. https://doi.org/10.1007/s10833-022-09454-6

Pendergast, D., & O’Brien, M. (2023). “Teachers Are Rock Stars!” Rethinking Teaching and Teacher Education in a Post-Pandemic World: Innovative Disruption and Silver Linings. Education Sciences, 13(7), 685. https://doi.org/10.3390/educsci13070685

Phukrongpet, P., Daovisan, H., & Satsanasupint, P. (2022). What Drives an Innovative Behaviour of Sustainable Community-Based Enterprises? Insights From a Qualitative Case Study. International Journal of Innovation Science, 14(1), 79–96. https://doi.org/10.1108/IJIS-02-2021-0028

Renmans, D., & Castellano Pleguezuelo, V. (2023). Methods in Realist Evaluation: A Mapping Review. Evaluation and Program Planning, 97, 102209. https://doi.org/10.1016/j.evalprogplan.2022.102209

Sakdapat, N. (2024). Approaches for Sustainable Professional Skill Development for Vocational Education Students in Thailand. F1000Research, 13, 401. https://doi.org/10.12688/f1000research.146802.1

Sliwka, A., Klopsch, B., Beigel, J., & Tung, L. (2024). Transformational Leadership for Deeper Learning: Shaping Innovative School Practices for Enhanced Learning. Journal of Educational Administration, 62(1), 103–121. https://doi.org/10.1108/JEA-03-2023-0049

Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of Digital Technologies on Education and Factors Influencing Schools’ Digital Capacity and Transformation: A Literature Review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Tzachrista, M., Gkintoni, E., & Halkiopoulos, C. (2023). Neurocognitive Profile of Creativity in Improving Academic Performance—A Scoping Review. Education Sciences, 13(11), 1127. https://doi.org/10.3390/educsci13111127

Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Dominguez, F. I. R., & Sosa-Díaz, M. J. (2021). The Educational Integration of Digital Technologies Pre-COVID-19: Lessons for Teacher Education. PLOS ONE, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283

Vermeulen, M., Kreijns, K., & Evers, A. T. (2022). Transformational Leadership, Leader–Member Exchange and School Learning Climate: Impact on Teachers’ Innovative Behaviour in the Netherlands. Educational Management Administration and Leadership, 50(3), 491–510. https://doi.org/10.1177/1741143220932582

Wang, B., & Li, P. (2024). Digital Creativity in STEM Education: The Impact of Digital Tools and Pedagogical Learning Models on the Students’ Creative Thinking Skills Development. Interactive Learning Environments, 32(6), 2633–2646. https://doi.org/10.1080/10494820.2022.2155839


Dimensions, PlumX, and Google Scholar Metrics

10.33650/al-tanzim.v9i3.12058


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Herman Lasrin, Bibin Rubini, Lina Novita

Creative Commons License
 
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Al-Tanzim : Jurnal Manajemen Pendidikan Islam
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Paiton, Probolinggo, East Java, Indonesia.