Classroom Leadership Practices and Data-Driven Culture Implementation as Predictors of Instructional Innovation Adaptability among Secondary Teachers

Abstract

This study examined the predictive relationship between classroom leadership practices, data-driven culture implementation, and instructional innovation adaptability among secondary teachers. Methods: A cross-sectional design was employed to collect data from 300 secondary teachers through a comprehensive survey. Reliability analysis confirmed excellent internal consistency for all scales (CLP: α = .985, DDC: α = .989, IIA: α = .986). Multiple linear regression analysis was conducted to test the predictive model. Results: The regression model was significant and explained a substantial portion of the variance in instructional innovation adaptability. Data-Driven Culture (DDC) was a strong and highly significant positive predictor (β = 0.525, *p* < .001). At the same time, Classroom Leadership Practices (CLP) was a positive but marginally significant predictor (β = 0.091, *p* < .10). The resulting regression equation was: IIA = 1.300 + 0.097(CLP) + 0.534(DDC). Moderate to strong positive correlations were found among all variables (r = .356 to .571, *p* < .001). Conclusions: The findings indicate that while both factors are relevant, a Data-Driven Culture is a decisively stronger predictor of teachers' capacity for instructional innovation than Classroom Leadership. Educational institutions should prioritize developing robust data systems and a supportive data culture as a primary strategy to enhance instructional adaptability.