PURPOSE: To identify the influence of teachers' self-efficacy and school administrators' transformational leadership practices on teachers' innovative behaviour.
METHOD: A quantitative approach using a cross-sectional survey design with a sample of 1415 teachers from four states in Malaysia, and the data were statistically analysed using SPSS® version 26.0 for Windows™ (IBM Corporation, New York, NY, USA).
RESULT: Multiple Regression Analysis found that teachers' self-efficacy and school administrators' transformational leadership practices both had a significant influence on teachers' innovative behaviour by contributing 47.0% of the variance in teachers' innovative behaviour.
CONCLUSION: The findings suggested that teachers' self-efficacy and school administrators' transformational leadership practices both play a role in influencing teachers' innovative behaviour. Therefore, the stakeholders need to consider the aspects of self-efficacy and transformational leadership practices of school administrators in drafting policies and related programmes to improve teachers' innovative behaviour.