THE ROLE OF PARTICIPATIVE LEADERSHIP IN ENHANCING TEACHERS’ DIGITAL INNOVATION AND LEARNING QUALITY

Abstract

This study examines the role of school principals' participative leadership in fostering teachers’ intrinsic motivation, technology adoption, and digital teaching innovation to improve post-pandemic learning quality. The research uses a quantitative explanatory approach, supported by qualitative interviews, involving middle and high school teachers who have integrated technology in their teaching practices. Structural Equation Modeling-PLS was used to analyze direct and indirect effects, while intrinsic motivation was tested as a mediating variable.The findings reveal that participative leadership has a significant positive effect on teachers’ intrinsic motivation and technology adoption. Intrinsic motivation also strongly influences the adoption of digital tools, which in turn significantly enhances digital teaching innovation. Moreover, digital innovation positively impacts the quality of learning through improved student engagement, material relevance, and instructional effectiveness. The study also confirms that intrinsic motivation mediates the relationship between participative leadership and technology adoption. This research highlights that participative leadership through shared decision-making, support for creative ideas, and open communication can build a conducive psychological environment for innovation. The study offers theoretical contributions by integrating leadership, motivation, and innovation frameworks. Practically, the results suggest the need for school leadership strategies that empower teachers, encourage experimentation, and provide both technical and psychological support for sustainable digital transformation in education.