Transformational Leadership on Teachers’ Innovative Behavior with Psychological Empowerment and Organizational Culture on Higher Vocational Colleges in Henan Province

Zhou  Jinlong; Sutida  Howattanakul; Somsak  Chanphong

ผู้แต่ง

Zhou Jinlong Faculty of Education Bangkokthonburi University, Thailand.
Sutida Howattanakul Faculty of Education Bangkokthonburi University, Thailand.
Somsak Chanphong Pingdingshan Polytechnic College, China.

คำสำคัญ:

Transformational Leadership, Teachers' Innovative Behavior, Psychological Empowerment, Organizational Culture, Higher Vocational Colleges

บทคัดย่อ

The objectives of this research were (1) to examine components and indicators of transformational leadership, teachers' innovative behavior, psychological empowerment, and organizational culture in higher vocational colleges under Henan Province, (2) to examine the model of psychological empowerment in the relationship between transformational leadership, organizational culture and teachers' innovative behavior in higher vocational colleges in Henan Province, and (3) to investigate effect of transformational leadership on teachers' innovative behavior, psychological empowerment and organizational culture in higher vocational colleges under Henan Province.

The research employed a mixed method approach combining quantitative and qualitative research methodologies. The study used Structural Equation Modeling (SEM) to test hypothesized relationships among variables. Statistical analyses included confirmatory factor analysis (CFA) and path analysis. Data collection involved surveys from teachers in higher vocational colleges in Henan Province. The measurement model demonstrated strong reliability and validity with excellent model fit indices (Chi/df = 1.10, RMSEA = 0.0172, CFI = 0.998, TLI = 0.998).

The research results showed that: (1) key components of transformational leadership included idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration; teachers' innovative behaviors involved idea generation, implementation, and diffusion; psychological empowerment covered meaningfulness, competence, autonomy, and impact; organizational culture consisted of clan, democracy, hierarchy, and market types, (2) transformational leadership positively influenced teachers' innovative behavior through psychological empowerment and organizational culture with strong statistical relationships (p < .001) and high mean scores (3.83–4.06), and (3) significant direct effects were identified: transformational leadership influences organizational commitment (β = 0.993), psychological empowerment (β = 0.704), and teachers' innovative behaviors (β = 0.370); indirect effects showed that transformational leadership affects teachers' innovative behaviors through organizational commitment (β = 0.617) and psychological empowerment (β = 0.260), with organizational commitment emerging as the most crucial mediator.

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