Nexus between Transformational Leadership and Teachers Innovative Behavior in Public Colleges of Province Punjab: How Does the Teachers’ Motivation Mediates the Relationship?

Abstract

The present study examined the influence of transformational leadership on teachers’ innovative behavior, and further explored the mediating roles of teachers’ motivation in this relationship. A quantitative cross-sectional design was used, involving principals and teachers from 878 public colleges across 36 districts of Punjab Province. Two validated questionnaires were administered: one measuring principals’ transformational leadership and the other measuring teachers’ motivation, and innovative behavior. Validity was confirmed through expert review, while reliability coefficients (Cronbach’s alpha = 0.703–0.930) and Composite Reliability (>0.80) confirmed strong internal consistency. Average Variance Extracted (AVE > 0.50) indicated convergent validity, and Fornell–Larcker criterion confirmed discriminant validity. Data analysis using Smart PLS-SEM revealed that transformational leadership significantly predicted teachers’ innovative behavior (β = 0.421, t = 9.132, p < 0.001). Moreover, teachers’ motivation (β = 0.317, t = 7.845, p < 0.001) significantly mediated this relationship. The model’s explanatory power was strong (R² = 0.64 for innovative behavior), demonstrating substantial predictive validity. Findings suggest that transformational leadership fosters teachers’ innovation by enhancing their motivation. Educational leaders are encouraged to apply transformational practices—such as vision articulation, intellectual stimulation, and individualized consideration—to promote creativity, commitment, and innovation in educational institutions.