Modeling and Optimization of Teacher Innovativeness in Mathematics Instruction: A Study on Permanent Teachers at Private Vocational School Foundations in West Jakarta Using the POP SDM Method

Abstract

This study aims to model and enhance the innovative capabilities of permanent mathematics teachers within private vocational schools under foundations in West Jakarta. Data was collected from 186 educators and analyzed using Partial Least Squares Structural Equation Modeling (PLS SEM), with the POP SDM method applied for diagnostic optimization. The findings reveal that digital literacy is te strongest predictor, with a significant and substantial direct impact on teacher innovativeness (β = 0.965, p < 0.002). Transformational leadership also has a positive influence, although it is not as strong (β = 0.088, p < 0.05). An important finding from the analysis is the mediating role of Perceived Organizational Support (POS), which greatly amplifies the impact of both digital literacy (indirect effect = 0.178) and transformational leadership (indirect effect = 1.527). On the other hand, organizational culture does not have a significant direct effect (β = 0.011, p > 0.05). Through the POP SDM diagnostic, technology access and specialized training were identified as the primary catalysts for innovation in math instruction. These findings align with the Resource Based View theory, affirming digital competence as a vital strategic resource. The study culminates in a proposed optimization model advocating for a three pronged strategy: (1) implementing tailored technology training programs for mathematics teachers, (2) enhancing transformational leadership competencies among school leaders, and (3) strengthening organizational support systems with a focus on digital literacy. This research emphasized the need for a multifaceted approach is essential to advancing pedagogical innovation in vocational mathematics education, with technological empowerment and leadership development as key drivers for meaningful change.