Transformational Leadership and the GROW ME Coaching Model as Catalysts for Instructional Innovation: A Quantitative Study in Public Elementary School of Bulu District Rembang Regency
DOI:
https://doi.org/10.19109/tadrib.v11i1.30620Keywords:
Transformational leadership, GROW ME coaching model, Instructional innovation, Elementary School, Quantitative researchAbstract
This quantitative research examines the influence of transformational leadership and the GROW ME coaching model on enhancing teachers’ instructional innovation in public elementary schools in Bulu District, Rembang Regency. Framed within the context of educational leadership and teacher professional development, the study adopts an ex post facto causal design, collecting data from 103 teachers through proportional random sampling. Transformational leadership was assessed through four dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—while the GROW ME coaching model was evaluated across six stages: Goal, Reality, Options, Will, Monitoring, and Evaluation. Instructional innovation was measured in terms of idea creation, implementation, and continuous development. Data were analyzed using prerequisite tests (normality, linearity, multicollinearity) and multiple linear regression. The results indicate that both transformational leadership and the GROW ME coaching model significantly and positively impact instructional innovation, both independently and jointly, explaining 52.7% of its variance (R = 0.726; F = 71.95; p < 0.05). These findings highlight the novelty of integrating leadership styles with structured coaching frameworks to foster sustainable instructional innovation, offering practical implications for policymakers, school leaders, and teacher training programs.
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