Organizational Culture and Strategic Leadership on Teachers’ Innovative Work Behavior

Organizational Culture and Strategic Leadership on Teachers’ Innovative Work Behavior

Kenethnol M. Figueroa¹, Aprell L. Abellana²

¹Faculty, Valencia National High School, Poblacion, Valencia City, Bukidnon

²Associate Professor III, Central Mindanao University, Musuan Bukidnon

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90600003

Received: 23 May 2025; Accepted: 26 May 2025; Published: 26 June 2025

ABSTRACT

This study was conducted to examine the relationship between organizational culture and strategic leadership on teacher’s innovative work behavior. Using a descriptive survey method, the researcher collected data from 250 secondary public-school teachers in selected National High Schools within the Department of Education, Division of Valencia City, Bukidnon. Organizational culture was measured through its dimensions of collaborative leadership, teacher collaboration, and unity in purpose. Strategic leadership was measured through its dimensions of future-oriented, evidenced and research-led, fit to lead, and a good partner. At the same time, teachers’ innovative work behavior was assessed in terms of idea generation, idea promotion, and idea realization. The correlation analysis revealed a significant positive relationship between organizational culture and teachers’ innovative work behavior (r = 0.664, p < 0.01) and a moderate but substantial correlation between strategic leadership and teacher innovative work behavior (r = 0.410, p < 0.01). In regression analysis, collaborative leadership, teachers’ collaboration, and the “fit to lead” elements demonstrated significant positive influences on teachers’ innovative work behavior, whereas “future-oriented” leadership and “evidence and research-based” practice showed negative relationships. The study emphasizes the importance of fostering a supportive environment to promote innovative work behavior among teachers.

Keywords: Collaborative leadership, teachers’ collaboration, fit to lead, future-oriented, evidence and research-based

INTRODUCTION

The rapidly evolving education landscape has confronted many Filipino teachers, whose role is crucial to students’ academic performance. Reforms in the curriculum, the various needs of learners, and shifting demands from society require teachers to adopt new work habits; thus, traditional teaching is inadequate. Therefore, teachers need to continuously be innovative. Innovative behavior is characterized by creating, developing, and implementing new products (Lucero, J. F., 2024; Penkian, K. E., 2024; Pansag, S. G., & Baguio, J. B., 2025). The present generation of learners is characterized by their familiarity with technology and preferences for interactive learning experiences. The usual instruction method may not be effective for the current generation of learners, and there is a need for teachers to make innovative teaching strategies that are crucial in maintaining engagement and improving academic outcomes. (Alessa & Hussein, 2023; Wang, 2023). For example, one study on several higher education campuses found a highly positive and significant correlation between teachers’ positive behavior and students’ academic achievement. The study highlighted that students were more satisfied and performed better academically when teachers employed motivational strategies, were responsive to their students’ circumstances, and engaged in positive interactions with them, this emphasizes the immediate influence of teacher behavior and teaching strategies on student understanding and retention. (Subedi, K. R., et al, 2024). Furthermore, the Fourth Industrial Revolution and Education 4.0 necessitate innovative teaching methods that utilize technology and adapt to the evolving needs of society. This revolution in thinking necessitates that educators develop innovative learning environments that equip learners for the challenges ahead by developing the skills required in a fast-changing job market. (Johari et al., 2021, Fomunyam, K. G. 2014, Chakraborty, A et al 2024). Research highlights that Innovative Work Behavior enables teachers to remain updated on new pedagogical practices and effectively respond to changing educational issues (PMC10808225, 2024). Innovative work behavior (IWB) refers to idea generation, idea promotion, and idea realization within an organizational context (Janssen, 2000; Grosser et al., 2017). In education, this involves teachers generating or adopting new strategies in the teaching and learning process to maximize students’ engagement and improve their learning outcomes. Teachers who demonstrate innovative work behavior are likely to develop effective teaching strategies that enhance students’ understanding and retention. This is because innovative work behavior encourages teachers to think innovatively about concepts and actualize them to improve the quality of instruction (Hadi et al., 2020; Wirjadi, 2014). Understanding the level of innovative work behavior among teachers can help policymakers and school administrators provide the necessary support and resources to encourage creativity in teaching and for continuous development. However, despite its importance, research on teachers’ Innovative Work Behavior remains limited. Past studies have primarily focused on intrinsic variables, such as self-efficacy, motivation, and burnout, as well as extrinsic variables, including teamwork and collaborative climates (PMC9955229, 2023; PMC11772426, 2025). Teachers’ innovative work behavior may be influenced by various factors, such as the school’s organizational culture and the strategic leadership of the school administrators. There is a need for deeper exploration into how organizational culture and leadership can create an environment conducive to innovation. Understanding these factors can enhance educational practices and policies, ultimately impacting student performance.

Organizational culture is a crucial aspect in shaping teacher work behavior. Organizational culture encompasses the values, beliefs, and norms that exist within the school, influencing the way teachers work and collaborate with their peers. A positive organizational culture that includes collaboration, supportive leadership, teacher collaboration, and unity of purpose can enhance motivation in teachers to innovate and improve their instructional practices (Feng et al., 2023). Accordingly, studies show that if teachers do not perceive their organizational culture as supportive of innovation, they are less likely to engage in creative teaching methods that could help students become more engaged and learn effectively (Li & Zhang, 2024).

Furthermore, strategic leadership plays a crucial role in enhancing teachers’ ability to be innovative. Effective school leaders should be future-oriented, make evidence-based decisions, demonstrate strong leadership skills, and establish good partnerships (Eacott, 2011; Davies & Davies, 2010). When school leaders provide clear direction, encourage research-based teaching, and support their staff, teachers are more likely to engage in innovative work behavior (Ismail et al., 2018; Khumalo, 2018). This is because strategic leadership fosters a culture of innovative behavior and collaboration, which is essential for promoting positive change and improving educational outcomes (Imbriale, 2013; Lapaz, 2024).

Hence, this study aims to identify the levels of organizational culture, strategic leadership, and teachers’ innovative work behavior in the Divisions of Valencia, Department of Education. By identifying the level of organizational culture, strategic leadership, and innovative work behavior, this study can contribute to improving policies and practices related to organizational culture, strategic leadership, and teachers’ innovative work behavior. This study also aims to identify the relationship between organizational culture, strategic leadership, and innovative work behavior among teachers. Understanding the relationship between organizational culture and strategic leadership on innovative work behavior can help improve school effectiveness. This study aims to identify which variables influence teachers’ innovative work behavior. This can provide evidence-based recommendations for school leaders and policymakers to create environments that foster creativity and innovation.

Objectives Of the Study

This study examined the relationship among organizational culture, instructional support, and innovative work behavior. Specifically, the objective of the study is as follows:

Describe the level of organizational culture experienced by public school teachers in terms of:

• Collaborative leadership
• Teacher collaboration, and
• Unity of purpose

Describe the level of strategic leadership experienced by public teachers in the following in terms of:

• Future-oriented
• Evidenced and researched-led
• Fit to lead
• Good partner

Assess the level of innovative work behavior of public teachers in terms of:

• Idea Generation
• Idea Promotion
• Idea realization

Correlate public school teachers’ innovative work behavior with the following:

• Organizational Culture; and
• Strategic leadership

Identify which variables, if any, significantly predict the innovative work behavior of public-school teachers.

MATERIALS AND METHODS

Respondents

The respondents of the study were 250 public secondary school teachers of selected schools in the Department of Education, Division of Valencia City. The researchers employed a non-probability sampling technique, specifically purposive sampling, to select the respondents.

Research Design

The study employed a quantitative approach through a descriptive-correlation research design. This study is descriptive because it identified the level of organizational culture and strategic leadership experienced by public school teachers and determined the level of innovative work behavior among them. This study is correlational because it examined the relationship between independent variables and dependent variables.

Instrument

The first part is the Organizational Culture Questionnaire, which was adopted from Wees’ (2010) study and used by Villote (2022) in their study on Organizational Culture and Management Skills in the Performance of Basic Education Teachers During the Pandemic. It has three sub-variables: collaborative leadership, teachers’ collaboration, and unity of purpose, with a Cronbach’s Alpha of 0.969, which is reliable.

The second part is the Strategic Leadership Questionnaire, which was adopted from the study by Quong and Walker (2010) and used by Gamban (2022) in the study on Strategic Leadership, 21st Century, and Feedback Mechanisms on Teachers’ Performance. It includes four sub-variables: future-oriented, evidence and research-led, fit to lead, and suitable partner with Cronbach’s Alpha of 0.968, which is reliable.

The third part is the innovative work behavior questionnaire, which was adopted from the study of Hsaiao et al., 2011, as used by Cadungog et al.,2023 in the study Innovative Work Behavior and Professional Competencies as Predictors of Work Performance of Teachers. The Innovative Work Behavior (IWB) scale consists of 3 components: idea generation, idea promotion, and idea realization. This instrument underwent a validity and reliability test and obtained a Cronbach’s Alpha of 0.844, which is reliable.

Statistical Analysis

The study used descriptive statistics such as frequency and percentage count, as well as mean and standard deviation, to describe the data. Pearson’s product-moment correlation coefficient analysis was utilized to ascertain the relationship between the independent and dependent variables of the study. Stepwise regression analysis was used to determine which independent variables have a strong influence on the dependent variables of the study.

RESULTS AND DISCUSSION

Table I    Summary Table On The Level Of Organizational Culture

Table I summarizes the level of organizational culture. The data indicate that the level of organizational culture is “high” among secondary public-school teachers across all key indicators. Collaborative Leadership got the highest mean score of 4.28, with a descriptive rating of “usually,” which falls on the Qualitative Interpretation “large” scale. Teachers’ collaboration also received a high rating score of 4.27. Lastly, Unity in Purpose, although scoring the lowest at 4.17, still falls under the “high” rating.

The results indicate a uniformly high organizational culture among public-school secondary school teachers, which supports a collaborative and friendly environment conducive to innovation. Collaborative leadership received the highest score, indicating that school leaders can effectively engage teachers through trust establishment, collaborative decision-making, and participation, which are central to developing innovative work behaviors. Cooperation among teachers was high, reflecting a good teamwork culture that enables the sharing of ideas and resources and facilitates teachers’ experimentation with new teaching strategies. While the lowest mean belonged to unity of purpose among the three most vital indicators, it also represents a high level of shared vision and understanding of the school mission, with potential for improvement to align it more closely with school goals. Overall, the average score of 4.24 represents an excellent organizational culture that supports a facilitating climate for teachers’ innovative work behavior.

The highest level of collaborative leadership emphasizes the primary role of school leaders in fostering trust, eliciting participation, and involving teachers in decision-making. This leadership inspires a democratic and participatory environment where teachers are respected and empowered to emerge as innovators. Collaborative leadership, as suggested by Bolívar (2020) and Kaya (2021), is argued to be effective because principals who involve teachers in policy and decision-making create ownership and foster innovation. This contradicts conventional top-down leadership models but applies in a context where innovation becomes everyone’s responsibility, not just an individual endeavor. Practically, there is a need to prioritize open communication, collective governance systems, and leadership development programs focusing on collaboration skills. Good teachers’ collaboration, as evidenced by idea sharing, resource sharing, and pedagogical experimentation, is inferred from high levels of cooperation among teachers. This culture supports risk-taking and innovative problem-solving, which are necessary for innovation. Collaboration enables cross-fertilization of thought, which is indispensable to the development of new pedagogies and improvement in student performance. As argued by Nendi et al. (2019) and Lee (2023), organized collaboration time is essential to sustain such a teamwork culture so that collaboration becomes not an accident but an institution. Systematic co-planning sessions, peer mentoring, and interdepartmental projects are some of the approaches that schools can embrace to enhance this synergy further.

While the purpose unity was the lowest of the indicators, it still points to a relatively high degree of shared vision. However, it suggests that scope exists for greater alignment of individual teacher goals and overall school mission. Bolívar (2020) refers to reinforcing the common mission through workshops and common goal-setting as how teachers’ commitment and collective innovation potential are best tapped. Fragmented unity of purpose will lead to disconnected initiatives and diminish the consistency of innovative efforts. Schools should invest in activities that articulate and co-construct the school’s mission so that all teachers understand and identify with the overall goals. The high organizational culture score supports that a positive, tolerant climate is key to building innovative work behavior among teachers. Empirical evidence (Nendi et al., 2019) confirms that organizational culture and leadership practices explain a large proportion of variance in teacher innovation. This validates the belief that innovation is not the result of individual creativity but is also influenced by social and cultural contexts in schools. Leaders have to create a culture of experimentation, failure, and continuous improvement. Positive organizational culture with teamwork, leadership, and co-teaching is the fertile soil for innovation in school. However, creating unity of purpose is still essential to unlock even more innovative capacities. Schools can significantly improve teachers’ innovative work behavior by strategically supporting the shared vision and embedding participatory leadership and collaboration into the day-to-day practice, ultimately leading to improved educational achievement and school effectiveness.

Table Ii Summary Table On The Level Of Strategic Leadership

Table II presents a summary of the level of strategic leadership. The overall mean score of 4.06 falls under the “agree” descriptive rating, which is interpreted as “very good.” The “future orientation” indicator got the highest mean score of 4.26, categorized as “agree” and interpreted as “very good.” The indicators “good partner” (Mean=4.10) and “evidence and research led” (Mean=4.00) fall under “very good” interpretation. Lastly, the indicator “fit to lead” got the lowest score of 3.90, which still falls under “very good” interpretation.

The general degree of strategic leadership shows a very good performance. This implies that the school leadership is viewed favorably, and there is a good basis for encouraging innovative work behavior among staff. The highest-rated measure, “future-oriented,” shows that leaders are very much focused on long-term purposes and visions. This forward approach is crucial to promoting innovation as it challenges instructors to be imaginative and seek original methods that are appropriate for impending learning requirements. The “good partner” reflects leaders’ capacity to facilitate collaboration and develop successful partnerships. It is crucial to develop a learning culture that facilitates teachers to be empowered and valued, increasing their motivation levels to work with innovative practices. The “evidence and research-led” indicator emphasizes the importance of research-informed decision-making in leadership. Those leaders who value research and evidence-based practice are more likely to foster a climate that supports ongoing improvement and innovation among teachers. While the “fit to lead” indicator scored slightly lower, it is still a “very good” interpretation. This means that while leaders are considered quite effective in their roles, there are issues of improvement in ensuring that they are properly composed to lead as demanded under all circumstances. In aggregate, these findings highlight strategic leadership as key to encouraging teachers’ innovative work behavior. Through future orientation, team collaboration, evidence-informed practices, and leadership, educational leaders can significantly boost the innovation potential of their teams, ultimately leading to student benefits.

The overall very good mean score indicates a strong positive perception of strategic leadership within the school context. This favorable view suggests that leadership practices provide a solid foundation for fostering teachers’ innovative work behavior, which is essential for school improvement and student success. The highest-rated indicator, “future-oriented,” reflects leaders’ focus on long-term vision and strategic planning. Future-oriented leadership provokes teachers to be imaginative and create new methods of expecting changing educational needs (Davies & Davies, 2006; Bolívar, 2020). Forward-looking thinking is essential in the maintenance of innovation because it provokes anticipatory adaptation in contrast to reacting to change (Xie, 2019). The “good partner” dimension highlights leaders’ effectiveness in facilitating collaboration and building strong partnerships within the school community. Collaborative leadership fosters a culture of mutual respect and shared responsibility, which empowers teachers and increases their motivation to engage in innovative practices (Anderson & West, 2017; Kaya, 2021). When teachers feel valued and supported through teamwork, they are more likely to experiment and implement new teaching strategies. The “evidence and research-led” indicator underscores the importance of data-driven decision-making and ongoing professional learning for effective leadership (Leithwood & Sun, 2019; Nendi et al., 2019). Leaders who integrate research and evidence into their practice create an environment conducive to continuous improvement and innovation. This strategy guarantees that innovations are based on tested strategies, making them more likely to succeed and be sustainable. While the “fit to lead” factor had the lowest rating, it is still in the “very good” range, which reflects overall trust in leaders’ ability. This implies the potential for improvement in leaders’ flexibility, resilience, and ability to effectively handle ambiguous and complicated situations (Avolio & Gardner, 2005; Heifetz, Grashow, & Linsky, 2009). Enhancing these competencies is vital for leaders to maintain their effectiveness under diverse and challenging circumstances, sustaining a culture of innovation. These findings collectively emphasize the pivotal role of strategic leadership in promoting teachers’ innovative work behavior. Future-oriented leadership provides vision and direction, while collaborative “good partner” leadership builds the social capital necessary for innovation. Evidence-based leadership ensures that innovation efforts are informed and effective, and attention to “fit to lead” highlights the ongoing need for leadership development to meet emerging challenges.

Table III Summary table on the level of teachers’ innovative work behavior

Table III presents a summary of the level of teachers’ innovative work behavior. The overall mean score of 4.02 falls under the “usually” category, which is interpreted as “high.” The indicator “idea generation” got the highest mean score of 4.06, falling under the “usually” category with an interpretation of “high.” Similarly, the indicator “idea realization” ranks second with a mean score of 4.03 and also falls under the “usually” category with an interpretation of “high.” Lastly, though ranked as the lowest indicator, “idea promotion” still falls under “high” interpretation with a mean score of 3.98.

The general high score of teachers’ innovative work behavior revealed a positive disposition among teachers to participate in innovative practices that have the potential to improve educational outcomes. The high score in idea generation implies that teachers are fully involved in coming up with new ideas. This is an important element of innovative work behavior, as it sets the stage for creativity and problem-solving in the classroom. In the same way, a high score for idea realization means that teachers are efficient in translating creative ideas into real applications. This is an important skill to ensure that new ideas are not only theoretical but also make their way into actual practice that influences teaching and learning positively. While idea promotion was lowest, it still falls under a high rating, which indicates that while teachers are overall successful in promoting and advocating for new ideas, there could be some issues or discrepancies in how effectively they promote the ideas among peers and stakeholders.

The findings imply that teachers generally exhibit a strong positive disposition toward innovative work behavior, which is crucial for improving educational outcomes. High scores in idea generation indicate that teachers are actively engaged in creating new ideas, a foundational step in fostering creativity and problem-solving in classrooms (Rahmawati et al., 2020; Reyes & Melchor, 2025). For instance, Lie, Romy, and Sudirman (2024) discovered that teachers with organizational commitment and high self-efficacy are more prone to develop and apply creative teaching practices. The excellent performance in idea realization implies that teachers can convert innovative ideas into actual applications effectively, such that innovations effectively contribute to teaching and learning (Ilmawan & Fajrianthi, 2021). This is significant since theoretical innovations do not translate to classroom performance. While idea promotion was lower-scoring, it also shows success in advocating for new ideas, but with some potential for improvement in being able to mobilize peers and stakeholders effectively. This aligns with Reyes and Melchor’s (2025) findings that strong communication and cooperative leadership are important in ensuring school innovation. Moreover, research suggests that positive cultures in organizations, professional development, and teamwork reinforce teachers’ innovative behavior by fostering increased confidence and motivation (Lie et al., 2024; Rahmawati et al., 2020; Lim et al., 2020). These results emphasize the need to cultivate a culture of idea generation, actual implementation, and effective advocacy to maintain teacher innovation and advance student achievement.

Table Iv Correlational Analysis

Table IV presents the correlation analysis of the relationship between organizational culture and strategic leadership on teachers’ innovative work behavior. It reflects the correlation coefficient r of these variables, p-values, interpretation of the result, and the degree of relationship of the variables.

The correlation coefficient r-value between organizational culture and teachers’ innovative work behavior is 0.664, showing a strong positive relationship. The p-value of 0.01 is less than the 0.05 significance level, indicating a statistically significant correlation. Similarly, the sub-variables collaborative leadership (r=0.657, p < 0.01), teachers’ collaboration (r = 0.545, p < 0.01), and unity in purpose (r = 0.595, p < 0.01) showed a positive correlation with teachers’ innovative work behavior.

The correlation coefficient r-value between strategic leadership and teachers’ innovative work behavior is 0.410, which shows a moderate positive relationship. The p-value of 0.01 is less than the 0.05 significant level, indicating a statistically significant correlation. However, the sub-variable future-oriented did not show a significant correlation with a 0.102 r-value and p-value of 0.109, which is greater than the 0.05 significant level, meaning it is not statistically significant.

The significant positive relationship between organizational culture and teachers’ innovative work behavior (r = 0.664, p < 0.01) indicates the importance of a collaborative and supportive school culture in promoting innovation among teachers. This is supported by research conducted by Nendi, Tunas, and Sunaryo (2019), who showed that organizational culture strongly predicts teacher innovation, explaining more than 67% of the variance in innovation behaviors. Their study on mixed methods in Indonesian primary schools confirmed that common values, supportive leadership, and a positive work climate enable teachers to implement innovative teaching practices. Likewise, Sutiyatno, Santoso, and Susilo (2022) established that innovation leadership affects teacher commitment through organizational culture and suggested that leaders who build an innovation culture indirectly boost teachers’ innovative behavior by fostering engagement and shared purpose.

The moderate but substantial correlation between strategic leadership and teacher innovative work behavior (r = 0.410, p < 0.01) is consistent with evidence that strategic leadership impacts innovation largely by affecting organizational climate and culture more so than as a direct influence (Sutiyatno et al., 2022). This implies that leadership matters, but its impact is mediated through the cultural context that leaders establish. The absence of a strong correlation for the future-oriented sub-variable can be an indication of contextual factors where short-term cultural and collaborative dynamics have more influence on teacher innovation than long-term strategic direction, a finding corroborated by research highlighting the precedence of current organizational support in educational innovation (International Journal of Science and Management Studies, 2024).

These findings suggest that interventions to promote teachers’ innovative work behavior should focus on firming organizational culture through advocacy for collaborative leadership, harmony of purpose, and teacher collaboration. For instance, cultivating shared decision-making and teamwork provides a fertile ground for innovation to thrive (Nendi et al., 2019). Additionally, strategic leaders must place high importance on agenda-building and maintaining such a culture, noting that their leverage works by framing values, norms, and teamwork practices that support teachers. This integrated approach is supported by a systematic review by Sutiyatno et al. (2022) and is further strengthened by overall organizational culture literature highlighting psychological safety, collectivism, and helpful leadership as catalyzers for innovation (Understanding How Organizational Culture Affects Innovation, 2024).

Table V regression analysis

Table V presents the stepwise regression analysis to find the best predictors of teachers’ innovative work behavior. The table includes several variables, with the constant term at -3.925 and standard error of 0.569, resulting in a t-value of -6.895 and a significant level of 0.000The results show that organizational culture, in the form of collaborative leadership, has a strong positive effect on innovative work behavior with a coefficient of 0.889 and a beta of 0.401 (p < 0.01). Strategic leadership, in the form of fit to lead, has the highest positive effect, with a coefficient of 0.964 and a beta of 0.614 (p < 0.01). Contrariwise, forward-looking strategic leadership indicates a negative correlation, possessing a coefficient value of -0.274 and a beta of -0.189 (p < 0.01). Moreover, the teachers’ collaboration in organizational culture evinces a powerful positive impact with a coefficient of 0.862 and a beta of 0.301 (p < 0.01). As opposed to the above, though, the research and evidence-based strategic leadership option possesses a negative coefficient value of -0.534 and a beta of -0.295 (p < 0.01).

The regression model showed a strong correlation (R=0.763) and a substantial proportion of variance explained (R² = 0.582), meaning that approximately 58.2% of the variability in teachers’ innovative work behavior can be accounted for by predictor variables. The overall F-value of 68.043 with a probability of 0.000, which is less than the significant level 0.05, confirms the model’s statistical significance.

On the preceding analysis, the equation could be used in predicting the teacher’s competence (Y) as indicated by the F-value (68.043) with its corresponding probability of 0.000, which was significant at p<0.01. This model was illustrated:

Y= -3.925 + 0.889X1 + 0.964X2 + (-0.274X3) + 0.862X4N + (-0.534X5)

Where:

The analysis emphasizes the significant implications of organizational culture and leadership approach in fostering teachers’ innovative work behavior. The significant positive influence of organizational culture (β = 0.401), especially collaborative leadership and teacher collaboration (β = 0.301), emphasizes the importance of cultivating a culture of care, teamwork, and collaboration within the school to energize teachers’ innovation. This is consistent with Sutiyatno, Santoso, and Susilo (2022), who found that innovation fosters organizational culture, further enhancing teacher commitment and innovative behavior by creating common values, norms, and cooperative practices. Similarly, Çoban and Atasoy (2020) demonstrated that distributed leadership fosters a collaborative climate that enhances organizational innovativeness through increased collaboration among teachers.

The highest positive impact of strategic leadership in terms of “fit to lead” (β = 0.614) suggests that leaders’ personal readiness, adaptability, and capacity to manage challenges effectively are key drivers of teacher innovation. This is in line with the result of research carried out by Nik Ramli Nik Abdul Rashid and Norhajawati Abdul Halim (2019), whereby it was shown that transformational leadership dimensions-mostly inspirational motivation and intellectual stimulation-affected teachers’ innovative job behavior at a significant level by encouraging creativity and problem-solving at the team level.

Notably, negative coefficients for being “future oriented” (β = -0.189) and “evidenced and research led” (β = -0.295) suggest that over/ misaligned concentration on long-range planning and evidence/research-inspired strategies might act as a restraining factor for the immediate innovative doings of the teachers in particular settings. This could be a sign of difficulty in converting future visions or research outcomes into successful classroom innovations, as Sutiyatno et al. (2022) also observed, stressing the need for visionary blueprints to be balanced with achievable support. Alternatively, this may reflect that teachers would prefer to be given more tangible support and freedom, rather than strict adherence to future-oriented or research-based models, so that they can innovate.

In summary, these results suggest that school leaders seeking to enhance teacher innovation should prioritize building a collaborative organizational culture and their own leadership development to “fit to lead” by being flexible, supportive, and responsive. Strategic foresight and evidence-based practices remain valuable, but they must be complemented by practical, near-term support for teachers’ innovation efforts. For example, leaders who foster open communication, participative decision-making, and provision of resources for experimentation create cultures where teachers are empowered to innovate (Sutiyatno et al., 2022; Çoban & Atasoy, 2020; Nik Ramli & Norhajawati, 2019). These integrated leadership and cultural interventions can significantly improve teachers’ innovative work behavior, eventually improving learning outcomes.

CONCLUSION

The organizational culture among secondary public-school teachers reveals a notably positive environment, characterized by high levels of collaboration and trust. The highest mean score for Collaborative Leadership indicates effective engagement between school leaders and teachers, fostering an atmosphere of open communication and active participation. Similarly, Teacher Collaboration highlights a strong team culture where educators support one another, enhancing creativity and innovation in instructional methods. Although Unity of Purpose received a slightly lower score, it still reflects a shared vision among teachers, with some areas for improvement in aligning all staff around common objectives. This strong organizational culture is conducive to fostering innovative practices and ultimately improving student outcomes.

Strategic leadership experienced by public school teachers indicates a “very good” score, reflecting strong leadership qualities that support innovation. The highest-rated indicator, Future-Oriented, demonstrates leaders’ commitment to long-term planning, which is essential for stimulating innovative practices. Additionally, the Good Partner highlights leaders’ effectiveness in fostering collaboration and partnership within the school community. At the same time, the Evidence and Research Led score underscores leaders’ ability to make informed decisions based on data. Although Fit to Lead received a slightly lower score, it remains within the “very good” category, suggesting that while leaders are performing well, there is still room for improvement in their readiness to tackle various challenges. These findings highlight the crucial role of strategic leadership in fostering innovative practices among teachers, thereby improving educational outcomes for students.

The findings revealed that public school teachers demonstrate a strong commitment to innovation. The highest score for Idea Generation reflects teachers’ active involvement in creating new ideas, which is essential for fostering creativity within the educational environment. Following closely, Idea Realization highlights teachers’ effectiveness in implementing these ideas into practice. However, Idea Promotion scored slightly lower, suggesting that while teachers are generally successful in promoting new ideas, there may be challenges in effectively communicating and advocating these innovations to peers and stakeholders. These findings suggest that teachers are well-disposed to engage in innovative practices that can enhance educational achievements, although improving the promotion of these ideas could further strengthen their impact.

The findings reveal a significant correlation between teachers’ innovative work behavior and both organizational culture and strategic leadership. A strong positive relationship was identified between organizational culture and innovative work behavior, indicating that a supportive and collaborative organizational culture enhances teachers’ capacity for innovation. Notably, sub-variables such as Collaborative Leadership, Teachers Collaboration, and Unity in Purpose further illustrate the critical role of a cohesive culture in fostering innovative practices. In contrast, the correlation between strategic leadership and innovative work behavior was moderate, suggesting that while leadership influences innovation, its impact may not be as direct as that of organizational culture. Additionally, the sub-variable Future Oriented did not show a significant relationship, indicating that a long-term focus may not currently resonate with teachers’ innovative behaviors. Overall, these results highlight the importance of both organizational culture and strategic leadership in promoting innovative behaviors among teachers, with a stronger emphasis on the former.

The findings indicate a robust predictive model for teachers’ innovative work behavior, demonstrating a strong correlation and a significant amount of variance explained. The most significant predictor identified is Collaborative Leadership, which shows a substantial positive influence, underscoring the critical role of collaboration in fostering innovation among teachers. Additionally, the fit to lead element of strategic leadership also demonstrates a strong positive influence, indicating that leaders’ preparedness and adaptability significantly enhance innovative practices. Teacher collaboration further contributes positively, reinforcing the importance of teamwork. Conversely, the sub-variable Future Oriented Leadership shows a negative relationship, suggesting that this approach may not currently align with the innovative behaviors of teachers. Similarly, Evidence-Based Practice also exhibits a negative relationship. Overall, these results highlight the importance of collaborative leadership and readiness in driving innovation within the educational context.

ACKNOWLEDGMENT

The completion of this research study would not have been possible without the invaluable contributions and support of several individuals and institutions.

First and foremost, I would like to express my deepest gratitude to my subject professor, Dr. Aprell Maldecir Largo Abellana, for his expert guidance, insightful feedback, and unwavering support throughout the research process. His expertise and encouragement have been instrumental in shaping this study.

I am also profoundly grateful to the teachers of National High School in Valencia City who participated in this study. Their time, openness, and willingness to share their experiences provided the foundation for this research.

Special thanks are extended to the Department of Education (DepEd) for granting access to the necessary data and resources that facilitated this study. Their support was crucial in ensuring the success of this research.

I would also like to acknowledge the administrators and staff of Central Mindanao University for providing administrative assistance, access to facilities, and technical support during this study.

To my colleagues and peers who offered constructive feedback and moral support during challenging times, your encouragement has been greatly appreciated.

Finally, I wish to thank my family, especially my wife, Maria Kristina O. Figueroa, and friends for their unwavering emotional support and understanding throughout this journey. Their patience and belief in my abilities have been a source of strength and motivation.

Thank you all for your contributions to the success of this research.

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