A Structural Equation Model of Innovative Work Behavior of Secondary School Principals Under The Office of The Basic Education Commission
Keywords:
Innovative Work Behavior, Knowledge Sharing, Self-Leadership, Organizational Innovative Climate, Creative Self-Efficacy, School PrincipalsAbstract
The purposes of this study were: (1) to investigate the innovative work behavior (IWB) of secondary school principals under the Office of the Basic Education Commission (OBEC) using structural equation modeling (SEM), and (2) to examine the direct, indirect, and total effects on IWB. A total of 746 secondary school principals were selected using a stratified random sampling technique. From an initial sample of 960, 767 questionnaires were returned, of which 746 were valid and usable for data analysis. A 5-point Likert scale questionnaire was used as the research instrument. Data were analyzed using structural equation modeling.
The findings revealed a significant positive relationship between knowledge-sharing behavior (KS), self-leadership (SL), and IWB (p = 0.01). However, the organizational innovation climate (OIC) showed a negative effect on IWB, while creative self-efficacy (CSE) had no significant impact—contradicting the findings of previous research.
This study provides guidelines for school principals to foster IWB through the enhancement of self-leadership by encouraging greater staff engagement in innovation-related strategies to address emerging challenges. Principals should be self-motivated and self-directed in developing their innovative capacities. At the same time, promoting performance-based reward systems can stimulate creative idea generation and strengthen a culture of knowledge-sharing across all areas of school management. A supportive OIC—cultivated through effective communication and interpersonal interaction—can improve work efficiency and encourage more innovative behaviors among executive teachers, thereby contributing to the achievement of organizational innovation goals
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