Abstract: The competency challenges are significant change over the last two decades, among others due to the adoption of technology and an increasingly global and virtual workforce. Thus, schools, especially teachers, must be able to adapt and exceed this existing challenges. This is necessary because to poised for the demands of competence in this century. This article examines the Innovative Work Behaviour (IWB) and Work Role Performance (WRP) programs for teachers as a strategy for developing, adopting, and implementing new ideas so that in sequence students can think critically, analytically, problem solving, and think creative. The purpose of this study is to examine how teachers use innovative work behaviour to achieve performance. The data in this article was collected by measuring the IWB and WRP based on the scale of each item. We also conduct observations, interviews, and study documentation. In analyzing data, we use data reduction, data presentation and verifying or making conclusions. The result is that organizations or schools that have an innovative culture should preserve varieties of innovative knowledge and information. However, the problem is that innovation can only be accepted if there is an increase in public value in terms of quality, efficiency, or fitness for purpose of governance or services.