The Role of Organizational Commitment in Mediating the Effect of Professional Development Training on Teachers’ Instructional Innovation at SMP Negeri 1 Bukit Bener Meriah Regency
Keywords:
Professional Development Training, Organizational Commitment, Teacher InnovationAbstract
This study aims to analyze the role of organizational commitment in mediating the effect of professional development training on teachers’ instructional innovation at SMP Negeri 1 Bukit, Bener Meriah Regency. This study employs a quantitative approach, with primary data obtained through the distribution of questionnaires to all teachers as respondents. The sample size for this study was 62 teachers, so a saturated sampling technique was used. Data analysis was conducted using the Partial Least Squares approach with the assistance of SmartPLS. The results of the outer model test showed that all indicators for the variables of professional development training, organizational commitment, and teacher instructional innovation had outer loading values above 0.70, so all indicators were deemed valid. The Cronbach’s Alpha and Composite Reliability values for each construct were also above 0.70, so the research instrument was deemed reliable. The results of the inner model test showed that professional development training had a positive and significant effect on teachers’ instructional innovation with a coefficient value of 0.256, a t-statistic of 2.691, and a p-value of 0.007. Professional development training also has a positive and significant effect on organizational commitment, with a coefficient of 0.358, a t-statistic of 3.617, and a p-value of 0.000. Furthermore, organizational commitment has a positive and significant effect on teachers’ instructional innovation with a coefficient of 0.574, a t-statistic of 7.348, and a p-value of 0.000. The results of the indirect effect test indicate that organizational commitment mediates the effect of professional development training on teachers’ instructional innovation, with a coefficient of 0.205, a t-statistic of 3.385, and a p-value of 0.001. Thus, organizational commitment is proven to act as a mediating variable in the relationship between professional development training and teachers’ instructional innovation. This study confirms that teacher training will be more effective in promoting teaching innovation when accompanied by strong organizational commitment.
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