Transformational Leadership and Teacher Innovation Culture in Primary Schools: Evidence from Klang District, Malaysia
DOI:
https://doi.org/10.65150/EP-gjefm/V2E5/2026-03Keywords:
Transformational leadership, teacher innovation culture, primary education, school leadership, Malaysia.Abstract
The increasing demand for educational transformation under the Fourth Industrial Revolution has intensified the role of school leadership in fostering sustainable teacher innovation. In primary education, transformational leadership is widely recognized as a key driver of innovation culture; however, empirical evidence on the effects of its distinct dimensions remains limited, particularly within the Malaysian context. This study examines the relationship between transformational leadership and teacher innovation culture in primary schools in Klang District, Malaysia. Data were collected from 302 primary school teachers using validated measures of transformational leadership (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) and teacher innovation culture. Data were analyzed using SPSS. The findings indicate that both transformational leadership and teacher innovation culture are at a high level. Significant positive relationships were found between all dimensions of transformational leadership and teacher innovation culture. The results further show that all four leadership dimensions significantly predict teacher innovation culture, with inspirational motivation emerging as the strongest predictor. These findings provide empirical evidence that transformational leadership is a critical determinant of teacher innovation culture in primary schools. The study extends existing leadership literature by offering dimension-specific insights and highlights the importance of strengthening inspirational and motivational leadership practices to sustain innovation in school settings.
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