<![CDATA[Teacher innovation has become increasingly important as Islamic schools respond to changes in educational practices, technology, and students' learning needs. However, teacher innovation is not determined solely by individual professional capabilities but may also be shaped by the leadership and organizational environment of schools. This study aims to examine the determinants of teacher innovation in Islamic schools, particularly the effects of Transformational Leadership and Teacher Professional Competence. The study employed a quantitative survey design involving 78 teachers in Islamic schools. Data were collected using structured questionnaires and analyzed using descriptive statistics, validity and reliability tests, classical assumption tests, Pearson correlation, and multiple linear regression. The findings revealed that Transformational Leadership had a very strong and significant positive effect on Teacher Innovation (β = 0.951, p < 0.001). Teacher Professional Competence showed a positive and significant bivariate correlation with Teacher Innovation (r = 0.290, p = 0.010), but its independent effect was not significant in the regression model (β = 0.012, p = 0.744). The two predictors collectively explained 91.1% of the variance in Teacher Innovation. These findings indicate that teacher professional competence alone does not guarantee innovative behavior when organizational leadership is taken into account. The study contributes a leadership-enabled perspective, positioning Transformational Leadership as the primary organizational mechanism that enables teachers to translate their professional capabilities into innovative educational practices. The findings highlight the importance of strengthening transformational leadership alongside teacher professional development to foster sustainable innovation in Islamic schools.]]>
