A safe space and leadership matter for innovation: Exploring the role of psychological safety in the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
In: Educational Management Administration and Leadership, 23.07.2024.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - A safe space and leadership matter for innovation
T2 - Exploring the role of psychological safety in the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms
AU - Bellibaş, Mehmet Şükrü
AU - Ryskulueva, Farida
AU - Levin, Julia
AU - Pietsch, Marcus
N1 - Publisher Copyright: © The Author(s) 2024.
PY - 2024/7/23
Y1 - 2024/7/23
N2 - The present research examines the relationship between school transformational leadership and innovation radicalness in classrooms with the moderating and mediating role of psychological safety, to provide an understanding of whether and to what extent the influence of leadership on innovation radicalness in teaching might be strengthened or weakened across various levels of psychological safety. Utilizing a dataset that included 5052 teachers working in 147 schools across Kyrgyzstan, we conducted multilevel analyses to test the proposed hypotheses. We found a positive association of transformational leadership with psychological safety and innovation radicalness in classrooms at the teacher level. Moreover, transformational leadership was more strongly related to radical innovation in schools with greater psychological safety among teachers both at the teacher and school levels. We conclude that school principals should prioritize the emotional state of teachers characterized by psychological safety by acting as transformational leaders, thereby enhancing the impact of their practices on the realization of higher innovation radicalness in the pedagogical practices of teachers.
AB - The present research examines the relationship between school transformational leadership and innovation radicalness in classrooms with the moderating and mediating role of psychological safety, to provide an understanding of whether and to what extent the influence of leadership on innovation radicalness in teaching might be strengthened or weakened across various levels of psychological safety. Utilizing a dataset that included 5052 teachers working in 147 schools across Kyrgyzstan, we conducted multilevel analyses to test the proposed hypotheses. We found a positive association of transformational leadership with psychological safety and innovation radicalness in classrooms at the teacher level. Moreover, transformational leadership was more strongly related to radical innovation in schools with greater psychological safety among teachers both at the teacher and school levels. We conclude that school principals should prioritize the emotional state of teachers characterized by psychological safety by acting as transformational leaders, thereby enhancing the impact of their practices on the realization of higher innovation radicalness in the pedagogical practices of teachers.
KW - Central Asia
KW - innovation radicalness
KW - Kyrgyzstan
KW - psychological safety
KW - teachers
KW - transformational leadership
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85199569761&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/6f7a8e1c-cc12-3ea5-8b21-3b36991797b9/
U2 - 10.1177/17411432241264696
DO - 10.1177/17411432241264696
M3 - Journal articles
AN - SCOPUS:85199569761
JO - Educational Management Administration and Leadership
JF - Educational Management Administration and Leadership
SN - 1741-1432
ER -