Digitalization of Learning, Competence, Technology Support, and Work Discipline on Teacher Performance in Padang Pariaman Vocational Schools
DOI:
https://doi.org/10.55606/ijemr.v4i3.589Keywords:
Digitalized Learning, Professional Competence, Teacher Performance, Technological Support, Work DisciplineAbstract
This study aims to analyze the influence of digitalization of learning, professional competence, and technological support on teacher work discipline and performance, with work discipline as an intervening variable. This study employed a descriptive and causal research design. The population was 252 state vocational high school employees in Padang Pariaman Regency. Therefore, this study obtained a sample of 100 state vocational high school employees in Padang Pariaman Regency.The results showed that digitalization of learning, professional competence, and technological support had a positive and significant effect on work discipline. Meanwhile, digitalization of learning was shown to have a positive but insignificant effect on teacher performance. Conversely, professional competence and technological support were shown to have a positive and significant effect on teacher performance. Work discipline also had a positive and significant effect on teacher performance. Furthermore, this study demonstrated that work discipline significantly mediated the relationship between digitalization of learning, professional competence, and technological support on teacher performance. Professional competence had a positive and significant effect on teacher performance. Technological support also had a positive and significant effect on teacher performance. Work discipline had a positive and significant effect on teacher performance. These findings indicate that improving teacher performance is not only determined by competence and technological support, but also requires consistent work discipline. Digitalization of learning will have an optimal impact on teacher performance if supported by strong work discipline. This research provides theoretical contributions to the development of educational management literature, as well as practical implications for educational institutions to strengthen digitalization, improve teacher competence, provide adequate technological support, and foster work discipline as strategies to improve teacher performance in the digital era.
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