The Role of Psychological Climate as A Mediator Between Participative Leadership and School Innovation Climate

Abstract

In today’s rapidly changing educational landscape, fostering innovation within schools has become more than a policy objective it is a human-centered imperative. This study explores how participative leadership influences school innovation climate, with psychological climate acting as a mediating factor. Drawing on data from 210 secondary school teachers in DKI Jakarta, the research employs Structural Equation Modeling (PLS-SEM) to assess the relationships between the three variables. Findings reveal that participative leadership significantly impacts both psychological climate and innovation climate. Teachers who feel valued, trusted, and supported are more likely to engage in creative problem-solving, share ideas, and collaborate toward innovation. Importantly, psychological climate was found to partially mediate the relationship between participative leadership and innovation climate. These results underscore that leadership is not solely about structures and procedures but about cultivating emotional safety and inclusion. Schools thrive when leaders listen, empower, and co-create environments where teachers feel psychologically secure. This study contributes to leadership theory and offers practical implications for educational reform highlighting that lasting innovation starts with trust and human connection.