Teacher innovation in elementary schools does not happen by chance; it is driven by the conversion of school resources into sustainable professional actions. This research was conducted by Fenti Farleni, M. Syadeli Hanafi, and Dase Erwin Juansah from the Doctoral Program in Education at Universitas Sultan Ageng Tirtayasa between December 2025 and May 2026. These research findings play a crucial role in formulating school management strategies to overcome structural barriers and improve the quality of elementary education.
A dynamic curriculum and diverse learning needs require elementary school teachers to continuously innovate in their teaching. However, innovation is often treated merely as a product of individual creativity, whereas the school ecosystem largely determines whether an experiment is supported or hindered. To examine how school resources transform into concrete action, this study utilized a quantitative cross-sectional survey involving 374 public elementary school teachers across 29 subdistricts in Serang Regency, Indonesia, analyzed using structural equation modeling (SmartPLS).
Based on the data analysis, the study uncovered several key findings:
- The structural model successfully explained 54.5% of the variance in teachers' innovative work behavior and 21.0% of the variance in self-efficacy.
- Self-efficacy proved to be the strongest proximal predictor driving teachers' innovative work behavior ($\beta = .368$).
- Organizational learning provided the largest total effect (.317) on teacher innovation through the provision of collaborative environments and institutional memory.
- Work motivation demonstrated the largest indirect mediated proportion through the self-efficacy pathway at 32.81%.
- Transformational leadership also contributed positively to building teachers' legitimacy and self-confidence to innovate.
These findings confirm that self-efficacy functions as a psychological transmission mechanism that reinforces supportive conditions in schools, rather than acting as a substitute for adequate facilities or a conducive work environment. Fenti Farleni and her team emphasize that improving school quality must combine transformational principal practices, structured professional learning, motivation-supportive work design, and mastery-oriented coaching. Confidence-building interventions will be far more effective when teachers also possess the time, resources, and institutional permission to innovate.
Author Profile
- Fenti Farleni – Researcher and student in the Doctoral Program in Education, Universitas Sultan Ageng Tirtayasa, Indonesia.
- M. Syadeli Hanafi – Academic and researcher in the Doctoral Program in Education, Universitas Sultan Ageng Tirtayasa, Indonesia.
- Dase Erwin Juansah – Academic and researcher in the Doctoral Program in Education, Universitas Sultan Ageng Tirtayasa, Indonesia.
Research Source
- Article Title: How School Resources Become Teacher Innovation: Self-Efficacy as a Mediating Mechanism in Public Elementary Schools
- Journal Name: Journal of Educational Analytics (JEDA), Vol. 5 No. 3
- Publication Year: August 2026
- DOI:
https://doi.org/10.55927/jeda.v5i3.39
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