<![CDATA[This study examined the relationships between collaborative supervision, religious leadership, and teacher innovation in pesantren-based junior high schools. A quantitative correlational survey included all 110 teachers in the accessible population of nine schools in Education Coordinating Region III, Brebes Regency. The instruments were piloted with 30 comparable teachers who were not included in the main survey. All items met the validity criterion, and Cronbach’s alpha ranged from .959 to .972. Untransformed total scores were used for descriptive analysis, while scores transformed through the Method of Successive Interval were analysed using multiple regression. Collaborative supervision was positively associated with teacher innovation (B = .592, β = .446, t = 6.023, p < .001). Religious leadership showed a similarly positive association (B = .425, β = .444, t = 6.000, p < .001). The overall model was significant, F(2, 107) = 38.082, p < .001, with R² = .416. Although more than 96% of teachers rated supervision and leadership highly, 18.2% remained in the moderate innovation category. The findings indicate a need for regular, dialogic supervision, fair and caring leadership, and practical support for teachers who still face constraints in developing innovative instruction.]]>
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