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)

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.