<![CDATA[Educational transformation has increased the need for school leadership that promotes continuous innovation through organizational culture. Although previous studies have confirmed the positive influence of transformational leadership on teachers' innovative behavior, limited attention has been given to the organizational processes through which transformational leadership develops an innovative teacher culture, particularly in Islamic educational institutions. This study explores how transformational leadership shapes an innovative teacher culture in an Islamic senior high school. A qualitative case study was conducted at MAS Diponegoro Bandung Tulungagung, Indonesia. Data were collected through semi-structured interviews with ten purposively selected participants, non-participant observations, and document analysis. The data were analyzed using Braun and Clarke's thematic analysis, while trustworthiness was ensured through triangulation, member checking, and an audit trail. The findings reveal that transformational leadership fosters an innovative teacher culture through four sequential organizational processes: leadership meaning-making, which develops shared vision and commitment toward innovation; teacher empowerment, which strengthens professional autonomy and reflective practice; collaborative innovation, which promotes knowledge sharing and collective learning; and innovation institutionalization, through which innovative practices become embedded as organizational routines and professional norms. These interconnected processes culminate in a sustainable innovative teacher culture. This study extends transformational leadership theory by proposing a Conceptual Process Model of Innovative Teacher Culture Development, offering a process-oriented framework for understanding how leadership fosters sustainable teacher innovation in Islamic educational settings.]]>
