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All Journal IRJE (Indonesian Research Journal in Education) International Journal of Educational Dynamics (IJEDS) Jurnal Ilmiah Pendidikan Visioner (JIPV)
Noviyanti, Yenni
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Influence of Intellectual Stimulation and Self-Efficacy on Teachers' Innovative Behavior: A Literature Review Noviyanti, Yenni; Hadiyanto, Hadiyanto; Sulastri, Sulastri
International Journal of Educational Dynamics Vol. 7 No. 1 (2024): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v7i1.529

Abstract

This study aims to investigate how principals’ intellectual stimulation and teachers’ self-efficacy influence innovative behavior in educational settings. Using a literature review methodology, this study systematically examined and synthesized academic literature from national and international journals to explore the relationships between intellectual stimulation, self-efficacy, and teacher innovative behavior. Articles were selected based on criteria such as relevance, publication in peer-reviewed journals, and alignment with the study focus. The findings reveal that teachers' innovative behavior, characterized by idea exploration, generation, championing, and implementation, is significantly influenced by two key factors: intellectual stimulation and self-efficacy. Transformational leadership, particularly intellectual stimulation, encourages teachers to challenge conventional methods, think creatively, and feel supported in implementing innovative ideas. Simultaneously, high self-efficacy enhances teachers’ confidence in taking risks, experimenting with new teaching practices, and overcoming challenges. These two factors synergistically promote innovation by integrating external support from leadership with internal motivation and confidence. The study concludes that fostering teachers' innovative behavior requires strategic efforts at both the leadership and individual levels, including leadership training, professional development for teachers, and the creation of collaborative school environments.
Upaya Meningkatkan Kinerja Guru Dalam Menyusun Perangkat Administrasi Pembelajaran Melalui Kegiatan Supervisi Akademik Di SD Negeri 21 Gunung Tuleh Kecamatan Gunung Tuleh Kabupaten Pasaman Barat Semester 1 Tahun Pelajaran 2022/2023 Noviyanti, Yenni
Jurnal Ilmiah Pendidikan Visioner (JIPV) Vol 3 No 4 (2022): Volume 3 No.4 Tahun 2022
Publisher : Dinas Pendidikan Kota Madiun bekerjasama dengan PGRI Kota Madiun

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Abstract

Latar belakang penelitian ini adalah kinerja guru dalam menyusun perangkat Administrasi Pembelajaran masih kurang dan kepala sekolah belum melaksanakan tugas supervisi secara efektif dan berkesinambungan. Tujuan dari pelaksanaan penelitian ini adalah untuk mengetahui proses pelaksanaan kegiatan supervisi akademik dan peningkatan kinerja guru khususnya guru mata pelajaran matematika dan fisika di SD Negeri 21 Gunung Tuleh Kecamatan Gunung Tuleh Kabupaten Pasaman Barat SEMESTER 1 Tahun Pelajaran 2022/2023 dalam menyusun Administrasi Pembelajaran melalui pelaksanaan supervisi akademik oleh kepala sekolah. Jenis penelitian adalah penelitian tindakan sekolah yang dilaksanakan dalam 2 siklus dan pada masing-masing siklus terdiri dari 2 kali pertemuan dengan empat tahapan. Teknik pengumpulan data yang digunakan adalah pengamatan (observasi) dan dokumentasi dan arsip. Peningkatan kinerja guru dalam penyusunan Administrasi Pembelajaran, di mana pada kondisi awal tidak ada guru yang mampu menyusun penyusunan Administrasi Pembelajaran dengan baik hal tersebut dibuktikan dengan rendahnya hasil nilai rata-rata yang diperoleh guru-guru yaitu 50,98 dan hanya masuk dalam kategori kurang, pada siklus I meningkat cukup signifikan terdapat 3 guru (50,00%) dalam kriteria baik dan 3 guru (50,00%) dalam kriteria cukup, dengan peroleh nilai rata-rata secara klasikal sebesar 74,18 dan masuk dalam kriteria cukup dan pada siklus terakhir menjadi guru atau 100%, dibuktikan dengan perolehan nilai secara klasikal sebesar 88,56 dalam kriteria nilai baik dengan penjelasan 2 guru (33,33%) dalam kriteria sangat baik dan 4 guru (66,67%) dalam kriteria baik. Kesimpulannya adalah supervisi akademik dilakukan oleh kepala sekolah terhadap 6 orang guru kelas di SD Negeri 21 Gunung Tuleh Kecamatan Gunung Tuleh Kabupaten Pasaman Barat SEMESTER 1 Tahun Pelajaran 2022/2023 dinyatakan berhasil meningkatkan meningkatkan kinerja guru dalam penyusunan perangkat Administrasi Pembelajaran.
The influence of principals’ intellectual stimulation, digital literacy, and self-efficacy on teachers’ innovative behaviors Noviyanti, Yenni; Irsyad; Rusdinal; Sulastri
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.45012

Abstract

This research employed a quantitative method to analyze the direct and indirect effects of principals' intellectual stimulation, digital literacy, and self-efficacy on teachers' innovative behavior. Data were collected from 85 public elementary school teachers in West Pasaman Regency through a questionnaire and analyzed using SEMPLS. The results indicated a direct positive effect of the principals' intellectual stimulation (5.8%), digital literacy (52.8%), and self-efficacy (26.7%) on teachers' innovative behavior. In addition, principals' intellectual stimulation (28.4%) and digital literacy (64.9%) also positively affected self-efficacy. The indirect pathway, through self-efficacy, showed that principals' intellectual stimulation contributed 7.6% to teachers' innovative behavior, and digital literacy contributed 17.3% indirectly. These findings confirm that the principals' intellectual stimulation, digital literacy, and self-efficacy are crucial factors that can encourage teachers' innovative behavior. The findings indicate that the principal’s intellectual stimulation, digital literacy, and self-efficacy are three factors that can influence teachers’ innovative behavior.
Co-Authors Hadiyanto Hadiyanto Irsyad Rusdinal SULASTRI Sulastri Sulastri