Transforming Pedagogical Innovation: The Interplay of ICT Utilization Effectiveness, Leadership, and Teacher Self-Efficacy

Memet Casmat; Soewarto Hardhienata; Suhendra

doi:10.31538/ndhq.v11i2.418

Authors

Memet Casmat Universitas Terbuka
Soewarto Hardhienata Universitas Pakuan
Suhendra Universitas Pakuan

DOI:

https://doi.org/10.31538/ndhq.v11i2.418

Keywords:

ICT Effectiveness, Teacher Self-Efficacy, Teacher Innovativeness, Transformational Leadership, Work Motivation

Abstract

This study investigates the structural relationships among transformational leadership, ICT utilization effectiveness, and teacher self-efficacy in relation to teacher innovativeness, examines the mediating role of work motivation, and establishes operational improvement priorities using the SITOREM framework. Using a quantitative survey approach, data were collected from 153 civil servant (ASN) teachers across public senior high schools in West Bogor Regency via multistage random sampling. Data were analyzed sequentially using structural path analysis and SITOREM evaluation in SPSS 26. The findings indicate that all independent variables exert direct, positive, and significant effects on teacher innovativeness, with ICT effectiveness as the strongest predictor (β = 0.425), followed by transformational leadership (β = 0.216), work motivation (β = 0.163), and self-efficacy (β = 0.156). Work motivation significantly operates as a partial mediator across all structural pathways. SITOREM analysis prioritized the pedagogical suitability of ICT tools and teacher proactivity/initiative as the top operational indicators requiring immediate institutional improvement. This research contributes theoretically by advancing an integrative empirical model of teacher innovativeness and, practically, by bridging statistical path analysis and actionable management decision-making. However, the study is limited by its geographical focus on civil servant educators in West Bogor. Future research should expand sampling across broader regional contexts and incorporate variables such as school organizational culture, digital pedagogical competence, and data literacy.

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