Explaining Teacherpreneurship among Digital Content Creators in Indonesia: The Interplay of Collaborative Skills and Collegial Leadership
DOI:
https://doi.org/10.51454/jet.v7i3.968Keywords:
Digital Content Creators, Teacherpreneurship, Collaborative Skills, Collegial Leadership, PLS-SEMAbstract
Traditional educational leadership models often fail to explain the behaviors of teachers in digital environments. This study explains the influence of collegial leadership and collaborative skills on teacherpreneurship among digital content creators. The researchers employed an explanatory mixed-methods design and collected data from 69 Indonesian educational influencers. Partial Least Squares Structural Equation Modeling (PLS-SEM) and qualitative interviews provided the primary analytical framework. The results show that collaborative skills significantly increase teacherpreneurial activity . Collegial leadership does not demonstrate a significant direct or indirect effect on teacherpreneurship. The structural model explains 19% of the variance in teacherpreneurship. These findings suggest that teacherpreneurship relies on horizontal peer networks rather than formal school leadership structures. School administrators should prioritize the development of teacher-led collaborative platforms over traditional vertical management strategies to support educational innovation.
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