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Purpose This paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT). Design/methodology/approach We employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey. Findings The results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher. Research limitations/implications This study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness. Practical implications This study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness. Social implications Trust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable. Originality/value This paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.
Polatcan et al. (Fri,) studied this question.
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