@phdthesis{eprintsunpak377,
            year = {2021},
          author = {Dzul Qarnaen Darma and Didik Notosudjono and Herfina},
           title = {Penguatan Teamwork, Kepemimpinan Visioner dan Efikasi Diri dalam Upaya Meningkatkan Kreativitas Guru (Studi Analisis Korelasional dan SITOREM pada Guru Tetap Yayasan Sekolah Menengah Kejuruan (SMK) Se Kota Bogor)},
          school = {Universitas Pakuan},
             url = {http://eprints.unpak.ac.id/377/},
        abstract = {In this COVID-19 pandemic situation, teachers are required to be able to design or design light and effective online learning, by utilizing the right online devices or media and in
accordance with the material being taught. In addition, teachers are also required to find new ideas, foster high curiosity, be flexible in change, solve problems, and evaluate each model and method used for distance learning. Therefore, the creativity of teachers is needed to achieve the goals of learning. However, based on a preliminary survey among private vocational school teachers in Bogor City, it indicates that teacher creativity is not yet as expected, so this condition is interesting to study This study aims to make efforts to increase teacher creativity by examining the
relationship of other variables, namely, teamwork, visionary leadership and self-efficacy. This research was conducted on 226 Permanent Foundation Teachers in Vocational High
Schools (SMK) with A accredited status in Bogor City, West Java Province. This research design uses a correlational research flow which is analyzed using quantitative descriptive
- analysis equipped with SITOREM analysis. SITOR.EA1 analysis is carried out to derive recommendations from research results and determine the order of improvements that need to be made. The results showed that all independent variables had a positive and significant relationship with teacher creativity. First, teamwork with teacher creativity (ryl ) is 0.756 P {\ensuremath{<}}0.01. The two visionary leadership with teacher creativity (ry2) is 0.729 p {\ensuremath{<}}0.01. The third is self-efficacy with teacher creativity (ry3) of 0.772 P {\ensuremath{<}}0.01. The four teamwork and visionary leadership together with teacher creativity (ry12) amounted to 0.820 P {\ensuremath{<}}O.OJ. The
five teamwork and self-efficacy together with teacher creativity (ryJ 3) amounted to 0.849 P {\ensuremath{<}}0.01. The six visionary leadership and self-efficacy together with teacher creativity. (ry23) of 0.820 P {\ensuremath{<}}0.01. The seven teamwork, visionary leadership and self-efficacy together with teacher creativity (ly123) amounted to 0.868 P {\ensuremath{<}}0.01. 8. The results of the system analysis show that there are 6 components that still need to be improved in order of priority improvement as follows: (1) Generality, (2) Group Cohesion (3) Action Oriented (4)
Coalition Building (5) Creation of Something new (6) Turning Ideas into reality. Based on the results of the final research, it can be stated that the creativity of Foundation Permanent Teachers in Vocational High Schools (SMK) with A accredited status in Bogor City can be improved through Teamwork, Visionary Leadership and Self-efficacy.}
}