Digital Pedagogical Competence and Teaching Effectiveness Examining the Mediating Role of Teacher Self Efficacy

Abstract

Digital transformation in education requires teachers to integrate technology with appropriate pedagogical practices to improve teaching effectiveness. This study examines the effect of digital pedagogical competence on teaching effectiveness and the mediating role of teacher self-efficacy among teachers in Nabire District, Nabire Regency, Central Papua, Indonesia. A quantitative cross-sectional survey involved 250 teachers selected through proportionate stratified random sampling. Data were collected using Likert-scale questionnaires and analyzed using SPSS PROCESS Macro Model 4 with 5,000 bootstrap resamples. The findings indicate that digital pedagogical competence positively influences teaching effectiveness and teacher self-efficacy, while teacher self-efficacy significantly improves teaching effectiveness and mediates their relationship. These findings emphasize the importance of strengthening digital pedagogical competence and teacher self-efficacy to support effective teaching practices.