Organisational Learning Culture and Sustainable Innovation Performance in Senior High Schools: the Mediating Roles of Knowledge Sharing Capability and Absorptive Capacity
DOI:
https://doi.org/10.61194/ijjm.v7i4.2559Keywords:
organisational learning culture, knowledge sharing capability, absorptive capacity, sustainable innovation performance, knowledge-based view, knowledge managementAbstract
Sustainable innovation performance is increasingly important as educational institutions are expected to promote academic excellence, social responsibility, environmental awareness, and long-term educational value. Drawing on the Knowledge-Based View, this study examines the relationship between organisational learning culture and teacher-perceived school sustainable innovation performance, both directly and indirectly through knowledge sharing capability and absorptive capacity. Data were obtained from 240 valid responses collected through a cross-sectional survey of senior high school teachers in the Jabodetabek region of Indonesia and analysed using partial least squares structural equation modelling with SmartPLS. The results show that organisational learning culture is positively associated with knowledge sharing capability (β = 0.620, p < 0.001), absorptive capacity (β = 0.610, p < 0.001), and sustainable innovation performance (β = 0.265, p < 0.001). Knowledge sharing capability (β = 0.358, p < 0.001) and absorptive capacity (β = 0.334, p < 0.001) are also positively associated with sustainable innovation performance. Significant indirect associations are found through knowledge sharing capability (β = 0.222, p < 0.001) and absorptive capacity (β = 0.204, p < 0.001). The model explains 64.1% of the variance in sustainable innovation performance. These findings indicate that learning-oriented school cultures are associated with stronger sustainable innovation performance through knowledge sharing and absorptive capacity. Given the cross-sectional, self-reported, and purposive sampling design, the findings should not be interpreted as causal or generalisable to all school contexts.
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