Modeling and Optimization of Teacher Innovativeness Enhancement Based on Technological Literacy and Organizational Support (A Study Using the POP-SDM Method on Permanent Teachers at Private Vocational School Foundations in West Jakarta)

M Ardiansyah; H. Soewarto Hardhienata; Suhendra Suhendra

doi:10.17977/um025v9i32025p324

Modeling and Optimization of Teacher Innovativeness Enhancement Based on Technological Literacy and Organizational Support (A Study Using the POP-SDM Method on Permanent Teachers at Private Vocational School Foundations in West Jakarta)

M Ardiansyah, H. Soewarto Hardhienata, Suhendra Suhendra

Abstract

Abstract: This study examines the influence of digital literacy, transformational leadership, and organizational culture on teacher innovativeness in private vocational schools (SMK) in West Jakarta, involving 187 respondents. Utilizing PLS-SEM analysis and SITOREM method, the findings reveal that digital literacy exerts the strongest impact on teacher innovation (β=0.966, p<0.001), followed by transformational leadership (β=0.089, p<0.05). While the small β value (0.089) suggests limited practical impact, its statistical significance (p<0.05) confirms that transformational leadership still contributes albeit minimally to teacher innovativeness. Perceived Organizational Support (POS) serves as a significant mediator, with indirect effects of 0.179 for digital literacy and 1.528 for transformational leadership. SITOREM analysis identifies technology access and training as critical innovation drivers. The results support Resource-Based View theory by highlighting digital competence as a strategic asset. Notably, organizational culture shows no significant direct effect (β=0.010, p>0.05), suggesting the need for interventions beyond cultural transformation. The study proposes three key recommendations: (1) needs-based technology training programs, (2) transformational leadership capacity building, and (3) enhanced digital-based organizational support systems. These findings emphasize a multidimensional approach to fostering pedagogical innovation in vocational education, with particular attention to technological empowerment and leadership development as primary levers for change.
Keywords: Teacher innovation, PLS-SEM, SITOREM, vocational education, digital competence

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DOI: http://dx.doi.org/10.17977/um025v9i32025p324