Professional and Pedagogical Competence in Relation to Teacher Performance: Evidence from Public Elementary Schools in Indonesia

Abstract

Teacher performance is closely associated with professional and pedagogical competence, particularly teachers’ capacity to design meaningful learning, integrate instructional technologies, adapt learning to students’ characteristics, and evaluate learning outcomes. This study examined how professional and pedagogical competence contribute to teacher performance and the advancement of learning practices among elementary school teachers in Gugus 1 Simpang Hilir, Kayong Utara, Indonesia. A survey with quantitative correlational research design was utilized where 39 teachers were selected via saturated sampling. A five-point Likert scale questionnaire which followed the competency standards outlined in the Regulation Number 16 of 2007 issued by Minister of National Education of Republic Indonesia was used to collect data. Descriptive statistics, correlation analysis, regression assumption test, and multiple linear regression were used to analyze the data. It is found that professional competence positively and significantly correlated with teacher performance (B = 0.551; β = 0.662; p < 0.001), while pedagogical competence positively and significantly correlated (B = 0.245; β = 0.310; p = 0.041). Concurrently, the regression equation was significantly (F = 218.002; p < 0.001) with R² = 0.924 and Adjusted R² = 0.920, meaning that professional and pedagogical competence concurrently explained 92.4% of the variation in teacher performance. The high correlation between professional and pedagogical competence (r = 0.949) and VIF = 10.120 indicates a severe multicollinearity problem.