Aug 2026· Elicit Journal of Education Studies· Vol 2, pp. 12-26· 0 citations
TL;DR
The findings support the Hybrid Professional Development framework and suggest that policymakers and school leaders should prioritise high-quality clinical supervision while embedding Ruang GTK into supervisory feedback and coaching processes to maximise teacher competence in digitally supported educational environments.
Abstract
Purpose: Improving teacher competence in the digital era requires understanding how managerial interventions and technology adoption interact within school systems. This study examines the individual and combined effects of academic supervision and the use of the Ruang GTK (Teachers and Education Personnel) digital platform on the pedagogical, professional, personality, and social competencies of elementary school teachers in Tayu District, Pati Regency, Indonesia.
Methods: A quantitative cross-sectional design was employed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Data were collected from elementary school teachers, with academic supervision and Ruang GTK platform adoption modelled as predictors of teacher competence.
Results: Academic supervision had a strong and statistically significant influence on teacher competence (β = 0.671, f² = 0.533), demonstrating its central role in professional development. The Ruang GTK platform also had a significant but smaller effect (f² = 0.077), indicating that its contribution is moderated by contextual and infrastructural factors. Together, both predictors explained 81.7% of the variance in teacher competence (R² = 0.817), providing robust support for the Hybrid Professional Development model.
Novelty and Contribution: The study advances existing literature by conceptualising managerial supervision and digital learning platforms as complementary rather than independent drivers of teacher competence. It highlights academic supervision as the primary mechanism for competence development, with digital platforms strengthening professional learning when integrated into effective supervisory practices.
Social and Practical Implications: The findings support the Hybrid Professional Development framework and suggest that policymakers and school leaders should prioritise high-quality clinical supervision while embedding Ruang GTK into supervisory feedback and coaching processes to maximise teacher competence in digitally supported educational environments.
This study aims to examine the direct and indirect effects of teachers' digital competence and blended learning on student academic achievement, mediated by learning satisfaction, in junior high schools within regions experiencing technological infrastructure disparities. Methodology: A quantitative associative approach with a cross-sectional design was employed. Participants comprised 143 teachers and 143 eighth-grade students from six public junior high schools in Rangkasbitung Sub-district, Lebak Regency, Banten Province, selected using proportionate stratified random sampling based on Slovin's formula. Data were gathered through a Likert-scale questionnaire triangulated with academic report card records, and subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 3. Results: All eighty indicators were declared valid and reliable. Teachers' digital competence and blended learning both exerted significant positive effects on student learning satisfaction and academic achievement. Furthermore, learning satisfaction was proven to act as a partial mediator in both causal pathways. The structural model accounted for 66.8% of the variance in learning satisfaction and 71.2% of the variance in student academic achievement. Conclusion: Student academic achievement is determined more through the indirect enhancement of learning satisfaction than by the direct influence of teachers' digital competence or blended learning alone. Thus, learning satisfaction serves as a vital linking mechanism within the hybrid learning ecosystem at the junior high school level. Limitations: This study utilized a cross-sectional design, relied partially on self-reported data, and was restricted to six schools within a single sub-district; hence, generalizability to other contexts should be made with caution. Contribution: These findings provide valuable insights for local educational policymakers, school principals, and teachers in designing professional development and blended learning programs aimed at reinforcing student learning satisfaction. Additionally, it enriches the literature on digital education within the context of developing regions facing infrastructure constraints.
Siti Muzdalifah· Journal of Education and Tea...· 0 citations
Despite the Department of Education's sustained push for ICT integration in Philippine basic education, empirical studies that jointly model how administrative support and technology access predict teachers' adoption of digital pedagogy within a single secondary school using variance-based structural equation modeling rather than isolated descriptive or bivariate analyses remain scarce. This basic research addressed that gap by examining the relationship between administrative support, technology access, and the adoption of digital pedagogy among 196 teacher-respondents of Siocon Secondary School during School Year 2025-2026. Using a descriptive-correlational design, data were gathered through a researcher-made survey questionnaire that underwent expert content validation and pilot testing prior to administration and were analyzed using weighted means and Partial Least Squares Structural Equation Modeling (PLS-SEM) via WarpPLS 8.0. Results showed that administrative support (M = 4.37, SD = 0.56), technology access (M = 4.16, SD = 0.70), and adoption of digital pedagogy (M = 4.31, SD = 0.58) were all rated "Often" by teachers. Both administrative support (beta = 0.243, p < .001) and technology access (beta = 0.482, p < .001) were significant positive predictors of digital pedagogy adoption, jointly explaining 46.1% of its variance (R-squared = 0.461), with technology access emerging as the stronger predictor. These findings indicate that school leadership and resource infrastructure function as complementary but unequal drivers of digital teaching practice and support a dual-pronged strategy in which administrators sustain leadership-driven ICT initiatives while prioritizing investment in device provisioning and internet reliability to further strengthen digital pedagogy adoption.
Unknown authors· International Journal of Res...· 0 citations
Purpose: This study examines the individual and combined effects of principals’ managerial skills and teachers’ participation in Teacher Working Groups (Kelompok Kerja Guru/KKG) on the performance of public elementary school teachers in Welahan District, Jepara Regency, Indonesia.
Methodology: A quantitative ex post facto and descriptive correlational design was employed. Data were collected from 117 teachers selected from a population of 385 using the Slovin formula and purposive sampling. Validated Likert-scale questionnaires were analysed using descriptive statistics and multiple linear regression in SPSS.
Results: Principals’ managerial skills had a positive and significant effect on teacher performance (R² = 0.854, β = 0.705, p < .001), while teachers’ participation in KKG also showed a positive and significant effect (R² = 0.657, β = 0.310, p < .001). Together, the two predictors explained 90.3% of the variance in teacher performance (Adjusted R² = 0.903, F = 539.951, p < .001), indicating a strong synergistic relationship.
Novelty and Contribution: The study extends educational leadership and Professional Learning Community (PLC) theory by demonstrating that principals’ managerial skills and KKG participation operate synergistically rather than independently in enhancing teacher performance, providing empirical evidence from the Indonesian elementary school context.
Practical and Social Implications: The findings highlight the need to strengthen principals’ managerial competencies while restructuring KKG into substantive professional learning communities. Investing in both leadership development and collaborative teacher learning can sustainably improve teacher performance and enhance the quality of elementary education.
Suryani, E. Ismaya, Gunawan Setiadi et al.· Elicit Journal of Education...· 0 citations
This study was conducted to empirically analyze the influence of pedagogical competence on teacher professional competence, with organizational culture as a moderating variable at Majalawang Elementary School. Pedagogical competence is a basic skill that teachers must possess to manage learning effectively, while professional competence relates to teachers' ability to master learning materials broadly and sustainably. In addition to individual teacher abilities, school organizational culture also plays a crucial role in supporting the improvement of the quality and professionalism of educators.
The study used a quantitative approach with a survey method. The study population consisted of all nine teachers at Majalawang Elementary School; thus, the entire population was sampled using a saturated sampling technique. Data collection was conducted using a Likert-based questionnaire structured according to the indicators for each research variable. Data analysis was conducted through validity, reliability, and normality tests, as well as Moderated Regression Analysis (MRA) to determine the influence between variables and the function of organizational culture as a moderating variable.
The results showed that pedagogical competence had a positive and significant effect on teacher professional competence. The better a teacher's ability to understand student characteristics, plan lessons, implement teaching and learning activities, and evaluate learning, the higher their professional competence in carrying out their educational duties. Furthermore, organizational culture has been shown to strengthen the relationship between pedagogical competence and teacher professional competence. A harmonious, collaborative organizational culture supported by good communication among school members can increase the effectiveness of the application of pedagogical competence in supporting teacher professionalism.
This research implies that strengthening school organizational culture needs to be carried out continuously through increased cooperation, discipline, organizational commitment, and the creation of a positive work environment to support the improvement of teacher competence and professionalism optimally. Thus, schools are expected to be able to create better quality education through the development of professional and competitive human resources
Irfan Irfan, Moch Subhan Syarif, Suyudi Suyudi et al.· Journal of Education and Tea...· 0 citations
This study investigates the structural relationships among transformational leadership, ICT utilization effectiveness, and teacher self-efficacy in relation to teacher innovativeness, examines the mediating role of work motivation, and establishes operational improvement priorities using the SITOREM framework. Using a quantitative survey approach, data were collected from 153 civil servant (ASN) teachers across public senior high schools in West Bogor Regency via multistage random sampling. Data were analyzed sequentially using structural path analysis and SITOREM evaluation in SPSS 26. The findings indicate that all independent variables exert direct, positive, and significant effects on teacher innovativeness, with ICT effectiveness as the strongest predictor (β = 0.425), followed by transformational leadership (β = 0.216), work motivation (β = 0.163), and self-efficacy (β = 0.156). Work motivation significantly operates as a partial mediator across all structural pathways. SITOREM analysis prioritized the pedagogical suitability of ICT tools and teacher proactivity/initiative as the top operational indicators requiring immediate institutional improvement. This research contributes theoretically by advancing an integrative empirical model of teacher innovativeness and, practically, by bridging statistical path analysis and actionable management decision-making. However, the study is limited by its geographical focus on civil servant educators in West Bogor. Future research should expand sampling across broader regional contexts and incorporate variables such as school organizational culture, digital pedagogical competence, and data literacy.
Nidhomul Haq, J. Manajemen, Pendidikan Islam et al.· Nidhomul Haq Jurnal Manajeme...· 0 citations
This quantitative study examines the influence of school culture and principal managerial competence on elementary school teacher performance in Karang Agung Ilir District, Banyuasin Regency, Indonesia—a remote area with significant geographic and infrastructural constraints. Using an explanatory correlational design, data were collected from 79 public elementary school teachers selected through proportional random sampling. Validated and reliable Likert-scale questionnaires were employed. Data were analyzed using simple and multiple linear regression. Findings reveal that school culture has a positive and significant effect on teacher performance (β = 0.967, t = 21.512, p < 0.001), contributing 85.7% (R² = 0.857). Principal managerial competence also demonstrates a positive and significant effect (β = 0.955, t = 21.239, p < 0.001), contributing 85.4% (R² = 0.854). Simultaneously, both variables significantly predict teacher performance (F = 294.892, p < 0.001), with a combined contribution of 88.6% (R² = 0.886). These results indicate that in resource-limited, geographically isolated schools, a conducive school culture and effective principal managerial competence are critical determinants of teacher performance. The study contributes empirical evidence from an understudied remote elementary school context, extending organizational culture and educational leadership theories. Practically, it recommends targeted professional development for principals in managerial functions and intentional cultivation of collaborative school culture to enhance teacher performance in similar marginalized settings.
Budi Prayogo, Andi Rahman, Pahlawan Pahlawan· Journal of Social Work and S...· 0 citations
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