This study investigates the relationship between digital literacy, 21st-century learning, and visionary leadership with teacher innovation, aiming to identify strategies to enhance innovation and achieve educational goals. Using a correlational survey method, the study involved 122 permanent foundation teachers (GTY) from private junior high schools in North Bogor District, selected from a population of 171 through simple random sampling and Taro Yamane’s formula. Statistical analyses, including regression, correlation, and determination tests, revealed positive relationships between each independent variable and teacher innovation, both individually and in combination: digital literacy (ry = 0.591), 21st-century learning (ry = 0.582), visionary leadership (ry = 0.552), digital literacy and 21st-century learning (ry = 0.622), digital literacy and visionary leadership (ry = 0.597), 21st-century learning and visionary leadership (ry = 0.606), and all three variables together (ry = 0.625). The findings indicate that enhancing digital literacy, fostering 21st-century learning, and promoting visionary leadership are key strategies for increasing teacher innovation.

Keywords: Digital Literacy, 21st-Century Learning, Visionary Leadership, Teacher Innovation.