<![CDATA[The demands of 21st-century learning and the characteristics of vocational education place teacher innovation as a key factor in improving the quality of learning. One important determinant of teacher innovation is teaching effectiveness, which reflects the teacher's ability to plan, implement, and evaluate learning systematically and adaptively. This study aims to analyze the influence of teaching effectiveness on teacher innovation in private vocational high schools (SMK) in Bekasi Regency. The study used a mixed methods approach with a sequential exploratory design. The qualitative phase was conducted through structured interviews with 30 teachers in five private vocational high schools to explore in-depth the practice of teaching effectiveness and its contribution to the emergence of learning innovation. The qualitative findings were used as the basis for developing a conceptual model and formulating research hypotheses. The quantitative phase involved 124 permanent foundation teachers selected through multistage random sampling and proportional random sampling techniques from a population of 180 teachers in nine accredited private vocational high schools. Quantitative data were collected using a closed-ended questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The analysis results show that teaching effectiveness has a positive and significant effect on teacher innovation with a path coefficient value of 0.514, a T-statistic of 6.100, and a p-value of 0.001. This finding confirms that teachers with a high level of teaching effectiveness tend to be more innovative in developing learning strategies, methods, and media. This study provides theoretical contributions by strengthening the role of teaching effectiveness as a determinant of teacher innovation, as well as practical implications for teacher professional development and policies to improve the quality of learning in vocational schools.]]>
Copyrights © 2026
