Instructional Leadership, Pedagogical Innovation, and Physical Education Learning Quality
DOI:
https://doi.org/10.65820/ejes-3vol2-issue2-2026Keywords:
Instructional Leadership, ; Pedagogical Innovation, Learning Quality, Physical Education, Structural Equation ModellingAbstract
Purpose: This study examined the direct and indirect effects of instructional leadership on learning quality through pedagogical innovation among Physical Education, Sports, and Health (PJOK) teachers in Pati Regency, Central Java, Indonesia.
Methods: A quantitative cross-sectional survey was conducted using covariance-based Structural Equation Modelling (CB-SEM) with IBM AMOS 22. A stratified random sample of 153 teachers was selected from a population of 250. Data were collected using validated five-point Likert-scale instruments. Confirmatory Factor Analysis confirmed satisfactory validity (factor loadings > 0.78; AVE = 0.51-0.57; CR = 0.72-0.75), while Harman's single-factor test indicated no significant common method bias (28.4%).
Results: The model demonstrated excellent fit (χ² = 85.532, df = 87, p = .524; RMSEA = .000; CFI = 1.000; GFI = .934; AGFI = .909). Instructional leadership significantly influenced learning quality (β = .212, p = .012) and pedagogical innovation (β = .319, p = .008). Pedagogical innovation positively affected learning quality (β = .318, p < .001) and partially mediated the relationship between instructional leadership and learning quality (indirect effect = .101, 95% CI [.031, .187]). The model explained 31.3% of the variance in learning quality (R² = .313).
Novelty and Contribution: The study extends instructional leadership and Diffusion of Innovation theories by establishing pedagogical innovation as the mechanism linking instructional leadership to learning quality in physical education.
Social and Practical Implications: The findings support leadership-focused professional development and teacher innovation initiatives to improve learning quality in emerging education systems.
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This article is licensed under a Creative Commons Attribution 4.0 International License.
