The Role of Leadership, Work Environment, and Innovation in Enhancing Teacher Performance: A Structural Equation Modeling Approach

• Kharinarsilia Levigns

  Jambi University

  Author

• Nurul Padila

  Author

• RTS Ira Hadaini

  Author

• Mayada Safitri

  Author

• Rosid Nurchandani

  Author

This study analyzes how leadership, work environment, and innovation affect teacher effectiveness. These characteristics are increasingly important, but empirical evidence on their interrelationships is scarce, especially in environments with large teacher populations. The major goal was to test a structural model hypothesizing direct and indirect effects among these factors to fill quantitative teacher efficacy gaps. PLS-SEM via SmartPLS version 3.2.9 was used for quantitative analysis. To reach 0.95 power (medium effect size, α=0.05) from a population of 8,968, a minimum sample size of 218 respondents was established using G*Power. An online Google Forms questionnaire measured leadership (transformational and dynamic styles), work environment (supporting and ethical features), innovation (creative practices), and teacher performance (efficiency and outcomes) from 218 instructors. AVE, rho, and Cronbach's alpha (>0.70) validated instruments. The study evaluated measurement model reliability and validity, as well as structural model assessment (path coefficients, R², f², Q²). Results validated four of five hypotheses. Innovation has a significant impact on teacher performance (β=0.613, p<0.001, f²=0.645 large), along with leadership (β=0.498, p<0.001, f²=0.282 small) and work environment (β=0.227, p=0.003, f²=0.079 small). However, work environment did not significantly affect teacher performance (β=0.071, p=0.290, unsupported). The model explains 44.3% of variance in innovation (R²=0.443, weak) and 67.6% in teacher performance (R²=0.676, moderate), with medium predictive relevance (Q²=0.247 for innovation, medium; Q²=0.329 for teacher These findings support previous studies that transformative leadership and innovation promote success, whereas work environment is insignificant. To improve teacher results, educational leaders should promote innovation and leadership training. The study shows mediated paths (e.g., leadership via creativity) to improve PLS-SEM applications in education. Cross-sectional design and self-report bias are limitations; longterm studies could examine organizational culture factors.

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