强化组织文化、变革型领导、自我效能感与成就动机,以增加创新努力

IF 0.7 Q4 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
S. Supriyatna, Isman Kadar, D. Wulandari
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引用次数: 0

摘要

教师创新是教师创造新思想,将自己置身于一种服务和服务中,以提高学习质量的活动。本研究旨在探讨组织文化、变革型领导、自我效能感和成就动机对教师创新的直接影响;组织文化、变革型领导和自我效能感对成就动机的直接影响以及组织文化、变革型领导和自我效能感通过成就动机对教师创新的间接影响。采用通径分析的定量方法进行研究。本研究的人口为库宁安县SMK Negeri的634名教师,样本量为245名教师。结果表明:1)组织文化对教师创新有显著的正向影响(p <0.01);2)变革型领导对教师创新能力的影响(?y2=0.433;?<0.01);3)自我效能感对教师创新的影响(?y3=0.361;?<0.01);4)成就动机对教师创新的影响(?y4=0.126, ?<0.01);5)组织文化对成就动机的影响(?41=0.2143;?<0.01);6)变革型领导对成就动机的影响(?42=0.099;?<0.01);7)自我效能感对成就动机的影响(?43=0.666;?<0.01)。成就动机变量在自我效能感对创新的影响中起中介作用,在变革型领导和组织文化对创新的影响中不起中介作用。本研究提示教育组织需要关注促进教师创新的因素,如营造支持创新的工作环境、提供培训和支持以提高技能和知识、奖励创新思想等。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Strengthening Organizational Culture, Transformational Leadership, Self-Efficacy, and Achievement Motivation in Increasing Innovation Efforts
Teacher innovativeness is the activity of a teacher in creating new ideas and placing oneself in a service and services that are improved or repaired to improve the quality of learning. This study aims to identify the direct influence of organizational culture, transformational leadership, self-efficacy, and achievement motivation on teacher innovation; the direct influence of organizational culture, transformational leadership, and self-efficacy on achievement motivation, as well as the indirect influence of organizational culture, transformational leadership, and self-efficacy on teacher innovation through achievement motivation. The research was conducted using quantitative methods with path analysis. The population of this study was 634 teachers at SMK Negeri in Kuningan Regency, with a sample size of 245 teachers. The results showed that there was a positive and significant direct effect: 1) organizational culture on teacher innovativeness (?y1=0.210;?<0.01); 2) transformational leadership on teacher innovativeness (?y2=0.433;?<0.01); 3) self-efficacy on teacher innovation (?y3=0.361;?<0.01); 4) achievement motivation on teacher innovation (?y4=0.126;?<0.01); 5) organizational culture on achievement motivation (?41=0.2143;?<0.01); 6) transformational leadership on achievement motivation (?42=0.099;?<0.01); 7) self-efficacy on achievement motivation (?43=0.666;?<0.01). The achievement motivation variable functions effectively as a mediator of the influence of self-efficacy on innovation and does not function effectively as a mediator of the influence of transformational leadership and organizational culture on innovation. This research has implications that educational organizations need to pay attention to factors to increase teacher innovation, such as building a work environment that supports innovation, providing training and support to improve skills and knowledge, and rewarding innovative ideas.
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来源期刊
International Journal of Migration Health and Social Care
International Journal of Migration Health and Social Care PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-
CiteScore
1.30
自引率
0.00%
发文量
21
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