The Influence of Transformational Leadership, Achievement Motivation, and Organizational Culture on Teachers’ Learning Innovation:  A Quantitative Study in Public Senior High Schools

Dewi Nur Cahyaningrum; Yovitha Yulijantiningsih; Supriyono

doi:10.17977/um005v10i12026p96-112

Authors

Dewi Nur Cahyaningrum Universitas Persatuan Guru Republik Indonesia Semarang
Yovitha Yulijantiningsih Universitas Persatuan Guru Republik Indonesia Semarang
Supriyono Universitas Persatuan Guru Republik Indonesia Semarang

DOI:

https://doi.org/10.17977/um005v10i12026p96-112

Keywords:

transformational leadership, achievement motivation, organizational culture, learning innovation, senior high school teacher, inclusive

Abstract

This study analyzes the influence of transformational leadership, achievement motivation, and organizational culture on teachers’ learning innovation in public senior high schools in Jepara Regency. Using a quantitative survey involving 215 teachers, multiple regression analysis was employed to examine both partial and simultaneous effects. The results show that transformational leadership (β = 0.421; p < 0.001), achievement motivation (β = 0.367; p < 0.001), and organizational culture (β = 0.298; p < 0.001) significantly affect teachers’ learning innovation. Collectively, the three variables explain a substantial proportion of variance in learning innovation (R² = 0.612). In this study, learning innovation is defined to include inclusive teaching practices, the use of accessible digital tools, differentiated instruction, and adaptive strategies that support students with diverse learning needs, including those with disabilities. The findings therefore highlight that pedagogical innovation does not only involve creativity and technology integration but also the development of equitable and disability-responsive learning environments. The study underscores that inclusive learning innovation emerges from the synergy of strong transformational leadership, high teacher motivation, and a school culture committed to accessibility and collaboration. These findings provide important implications for educational leaders and policymakers, calling for the strengthening of inclusive leadership capacity, the cultivation of disability-sensitive school cultures, and the enhancement of teacher motivation to promote equitable instructional reform.

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