Leadership Style and Innovation: Autonomy Satisfaction, Frustration, and Innovativeness as Mediating Pathways

• In Event: The Education Leaders We Need Now: Innovations in Leadership Development and Approaches to Leading

Abstract

To prepare students for a rapidly changing world, schools must innovate and that requires leadership. Drawing on diffusion of innovation theory (Rogers, 2003), personality systems interaction theory (Kuhl, 2000), and self-determination theory (Ryan & Deci, 2017), this study examined the effects of four PSI leadership styles on innovation adoption. Using two waves of data from 422 teachers across 11 districts and 41 schools in the United States, multilevel SEM revealed that each leadership style indirectly influenced innovation adoption through autonomy satisfaction, frustration, and innovativeness. Innovativeness emerged as the strongest predictor. Supportive leadership, emphasizing autonomy and collaboration, was linked to innovation, while controlling styles hindered it. Findings highlight the importance of both leadership and teacher innovativeness in scaling change.

Authors

• Lindsey Devers Basileo, Instructional Empowerment

• Merewyn E. Lyons, Instructional Empowerment

• Michael David Toth, Instructional Empowerment

• Barbara Otto, Diaconia University of Applied Sciences

• Franz Hofmann, University of Salzburg