THE INFLUENCE OF INNOVATIVE LEADERSHIP ON TEACHERS' GREEN BEHAVIOR: THE MEDIATING ROLE OF PSYCHOLOGICAL CAPITAL

This study examined the interplay between innovative leadership, Psychological Capital, and teachers' environmentally responsible behavior in educational institutions. It discovered a strong positive link between innovative leadership and teachers' green actions, emphasizing leadership role in driving educational Sustainability. Furthermore, it established a significant connection between innovative leadership and teachers' Psychological Capital, which included self-efficacy, optimism, hope, and resilience, highlighting the need to cultivate innovative leadership among educational leaders for improved outcomes. Additionally, it found that teachers with higher Psychological Capital tended to engage more in eco-friendly behavior, emphasizing the importance of psychological resources in promoting Sustainability among educators. The study also revealed that Psychological Capital mediated the relationship between innovative leadership and green behavior, although there was a negative direct effect, emphasizing its role in encouraging eco-conscious actions. In conclusion, this research underscored the complex relationships between innovative leadership, Psychological Capital, and teachers' green behavior, offering valuable insights for educators and organizations aiming to promote environmental responsibility within educational settings. Future research in this field should focus on developing and implementing leadership training programs tailored to foster innovative leadership qualities among educational leaders. Additionally, exploring the role of psychological factors beyond Psychological Capital in influencing green behavior among teachers could provide a more comprehensive understanding of the underlying mechanisms.