The Effect of Transformational Leadership and Technological Literacy on Increasing Teacher Innovativeness

Abstract

In the era of digital disruption, teacher innovativeness has become a crucial element in enhancing the quality of adaptive and meaningful learning. This study aims to analyze the influence of transformational leadership and technological literacy on teacher innovativeness at the senior high school level. Employing a mixed methods approach, the initial exploratory phase involved interviews with school principals and vice principals to identify key influencing variables. The subsequent quantitative phase tested the conceptual model using validated and reliable instruments distributed to 205 respondents, with data analyzed through SEM-PLS.

The results indicate that transformational leadership significantly affects teacher innovativeness (path coefficient = 0.383; p < 0.05), particularly through the dimensions of inspirational motivation, charismatic influence, and individualized consideration. Technological literacy also shows a significant influence (path coefficient = 0.269; p < 0.05), especially in basic technology use and pedagogical understanding. Further analysis using the SITOREM method recommends structured capacity-building for principals and tiered digital literacy training to enhance teacher innovation.

This research concludes that the synergy between transformational leadership and technological literacy forms the foundation for empowering teachers to develop innovative and contextual learning. The practical implications serve as a basis for designing professional development programs and strengthening school leadership as agents of educational transformation.