IMPACT OF INNOVATION AND CONTINUOUS IMPROVEMENT PRACTICES ON INSTITUTIONAL EFFECTIVENESS IN EDUCATIONAL INSTITUTIONS: EVIDENCE FROM PATHANAMTHITTA DISTRICT, KERALA
DOI:
https://doi.org/10.29121/JISSI.v1.i1.2025.94Keywords:
Institutional Effectiveness, Innovation, Continuous Improvement, Educational Performance, Leadership, Faculty Development, Organisational Learning, Digital Innovation, Quality Education, KeralaAbstract
Background
Educational institutions operate in an increasingly complex environment characterised by technological transformation, changing learner expectations, quality-assurance requirements and growing demands for institutional accountability. Innovation and continuous improvement have consequently become important mechanisms for strengthening educational quality and institutional performance. However, existing studies frequently examine innovation, leadership, digital transformation or organisational learning independently, with relatively limited empirical evidence on how these factors jointly influence institutional effectiveness.
Objective
The present study examined the impact of innovation and continuous improvement practices on institutional effectiveness in educational institutions in Pathanamthitta District, Kerala. It specifically assessed the effects of innovation culture, leadership, continuous improvement, faculty development, knowledge sharing and digital innovation, and investigated the mediating role of organisational learning.
Methodology
A cross-sectional quantitative research design was adopted. Data were collected from 400 teachers, administrators, academic coordinators and institutional heads using a structured five-point Likert-scale questionnaire. Stratified random sampling was employed. Descriptive statistics, reliability analysis, Pearson correlation, multiple regression, ANOVA and structural equation modelling (SEM) were used for analysis. Mediation analysis was conducted to examine the role of organisational learning.
Results
The findings indicated that innovation culture, leadership, continuous improvement, faculty development, knowledge sharing and digital innovation were positively associated with institutional effectiveness. Leadership and faculty development emerged as comparatively strong predictors. Organisational learning partially mediated the relationship between innovation practices and institutional effectiveness. The structural model explained approximately 69% of the variance in institutional effectiveness. Institutional-type comparisons also indicated significant differences in selected innovation and effectiveness dimensions.
Policy Implications
The findings suggest that educational institutions should move beyond isolated innovation initiatives and develop integrated institutional systems combining leadership support, faculty development, knowledge sharing, digital innovation, organisational learning and continuous improvement.
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Copyright (c) 2025 Shaji V.G, Dr S.N Sahoo (Author)
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