The Relationship between Principal Leadership and Teachers’ Innovative Behavior in Learning at State Vocational High Schools in Padang Barat District

Hubungan Kepemimpinan Kepala Sekolah dengan Perilaku Inovatif Guru dalam Pembelajaran di Sekolah Menengah Kejuruan Negeri Kecamatan Padang Barat

Abstract

Education is one of the main pillars in the development of human resources and national progress. The quality of education is closely related to teachers’ ability to carry out effective and innovative learning processes. However, teachers’ innovative behavior does not emerge automatically, but is associated with various supporting factors, one of which is the principal’s leadership. Principals who are able to motivate, direct, and create a supportive environment are believed to encourage teachers to generate, promote, and implement new ideas in learning. Therefore, this study aimed to determine the relationship between the principal’s leadership and teachers’ innovative behavior in learning at State Vocational High Schools in Padang Barat District.

This study employed a quantitative approach using a correlational method. The population consisted of 195 teachers, with a sample of 120 teachers selected through proportional random sampling. The research instrument was a closed-ended questionnaire using a Likert scale that had been tested for validity and reliability. Data were analyzed using Product Moment correlation and t-significance testing at a 5% significance level (α = 0,05).

The results showed a positive and significant relationship between the principal’s leadership and teachers’ innovative behavior, with a correlation coefficient (r) of 0,411, categorized as moderate. The t-value of 5,179 was greater than the t-table value of 1,656. This means that the better the principal’s leadership, the higher the tendency of teachers’ innovative behavior. In addition, teachers’ innovative behavior was categorized as high with an achievement level of 81,63%, while the principal’s leadership was categorized as very high with an achievement level of 86,27%. These findings indicate that the principal plays an important role in creating an environment that supports teacher innovation and improves learning quality