Abstract

This study aimed to investigate the relationship among empowering leadership, teachers’ innovative behavior and innovative climate in elementary schools. The participants consisted of 710 teachers and 55 principals randomly selected from 55 elementary schools in the center of Nigde and its districts. Pearson correlation coefficient and regression analysis were used for the data analysis. Results showed that principals’ leadership empowerment behavior was a significant predictor of teachers’ innovative behavior and innovative climate. It was determined that there was a significant relationship between innovative climate and teachers’ innovative behavior. Innovative climate was found to partially mediate the relationship between principals’ leadership empowerment behavior and teachers’ innovative behavior.

Key words: Leadership empowerment behavior, innovative behavior, innovative climate, elementary schools.