Influence of Competence and Digital Transformation on Performance Through Work Motivation as an Intervening Variable Among Junior High School Teachers in Bangkalan Regency
DOI:
https://doi.org/10.38035/dijefa.v7i4.7250Keywords:
Competence, Digital Transformation, Work Motivation, Teacher PerformanceAbstract
This study aims to analyze the influence of competence and digital transformation on teacher performance, with work motivation serving as an intervening variable, among Junior High School (SMP) teachers in Bangkalan Regency. The demands of digital transformation in education require teachers to possess adequate competence and the ability to adapt to technology to enhance the quality of instruction and performance; however, challenges such as limited digital competence, low work motivation, and suboptimal technology utilization persist in the field. The study employs a quantitative approach using explanatory research. The population consists of 700 civil servant (PNS) junior high school teachers in Bangkalan Regency, with a sample of 186 respondents selected through proportionate stratified random sampling. Data were collected via questionnaires and analyzed using SEM-PLS. The results indicate that teacher competence and work motivation have a positive and significant effect on teacher performance. Digital transformation significantly influences work motivation but does not have a direct, significant effect on teacher performance. Work motivation was found to mediate the influence of competence and digital transformation on teacher performance. These findings are expected to provide insights for policymakers regarding enhancing teacher competence, strengthening digital transformation, and fostering work motivation to support improved teacher performance in the digital era.
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