Strategy For Enhancing Teacher Innovativeness Through Agile Leadership, Innovative Climate, Team Learning, and Growth Mindset: A Path Analysis and Sitorem Approach

Abstract

This study aims to analyze strategies for enhancing teacher innovativeness through agile leadership, innovative climate, team learning, and growth mindset using path analysis and the Scientific Identification Theory for Operation Research in Education Management (SITOREM). The research employed a quantitative survey design involving vocational school teachers. Data were collected using structured questionnaires with Likert-scale measurements and analyzed using descriptive statistics and path analysis to determine direct and indirect effects among variables. The findings indicate that agile leadership, innovative climate, team learning, and growth mindset significantly influence teacher innovativeness. Agile leadership was identified as the strongest predictor. SITOREM analysis determined priority improvement indicators including adaptive decision-making, collaborative professional forums, reflective learning culture, and continuous professional development programs. The study provides practical implications for school leaders seeking to strengthen sustainable innovation in vocational education