Training for Innovation:  The Role of Psychological Engagement Beyond Organizational Support

Author(s)	Mr. Theodorius Amelwatin, Dr. Anastasia M D Batmomolin
Country	Indonesia
Abstract	Teacher innovation is a key factor in improving the quality of learning, particularly in private schools that are required to be adaptive and competitive. This study examines the influence of three dimensions of training: organizational support, teacher enthusiasm, and training satisfaction on innovative behavior. Data were collected through an online survey of 185 teachers from nine private schools in Malang City, East Java, and analyzed using Partial Least Squares Structural Equation Modeling (PLS SEM) via SmartPLS 3.0. The results show that enthusiasm and satisfaction with training have a positive and significant effect on innovative behavior, while organizational support does not have a significant impact. These findings highlight the importance of individual psychological aspects in training effectiveness and the need for training approaches that are both personalized and motivating. The implication is that private schools should design training programs that go beyond structural elements to foster teachers’ emotional engagement, thereby cultivating a culture of innovation.
Keywords	Innovative behavior, organizational support, private schools, training enthusiasm, training satisfaction
Field	Sociology > Philosophy / Psychology / Religion
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-06-17
DOI	https://doi.org/10.36948/ijfmr.2025.v07i03.48436
Short DOI	https://doi.org/g9qqs5

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