Mediation of digital literacy in investigating the effect of school culture on teacher performance
Implication for educational policy
Bibliographic Data
| ID | 22189348 |
|---|---|
| Authors | Rasdiana Rasdiana (0000-0002-8861-5629, State University of Malang), Iqwan Mauludin (State University of Malang), Amri Yahya (0000-0001-7672-9146, State University of Malang), Dian Erika Putri (State University of Malang), Muhammad Ali Machrus (State University of Malang), Marlina Marbun (State University of Malang), Annisa’ Mar’atus Sholikhah (State University of Malang), Nur Suhaiba Sinusi (State University of Malang), Siti Fathonah (0000-0002-6685-2543, State University of Malang), Salmayda Salmayda (State University of Malang), Transita Pawartani (State University of Malang), Ahmad Ridwan (0000-0001-9315-8947, State University of Malang) |
| Year | 2024 |
| Volume | 8 |
| Issue | 12 |
| Pages | 9117 |
| Publication date | 2024-10-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Infrastructure Policy and Development (JOURNAL) |
| Journal identifiers | ISSN: 2572-7923 • E-ISSN: 2572-7931 |
| Publisher | EnPress Publisher (PUBLISHER) |
| DOI | 10.24294/jipd.v8i12.9117 |
| OpenAlex | W4403901962 |
| Language | EN |
| Citations received | 2 |
The digital era has transformed education, making digital literacy essential for teachers to integrate technology and enhance student outcomes effectively. This study aims to examine how school culture influences teachers’ performance through their digital literacy, focusing on junior high school teachers in Malang City, East Java, Indonesia. Employing a quantitative approach, data were collected from 214 teachers out of a 457 population using questionnaires. The analysis was conducted through AMOS for Confirmatory Factor Analysis (CFA), SPSS for descriptive statistics, and PLS-SEM for hypothesis testing. The findings reveal that school culture significantly affects teachers’ digital literacy (Ho1) and teacher performance (Ho2) with supportive and innovative environments, while rigid cultures limit creativity. Furthermore, digital literacy was found to enhance teachers’ performance (Ho3) and mediate the impact of school culture on teachers’ performance (Ho4), enhancing teachers’ effectiveness in planning, implementing, and evaluating instruction. This study highlights the critical role of school culture in shaping digital literacy and offers new insights for improving teacher practices in diverse educational settings. Moreover, the role of education policies in fostering a collaborative school culture that enhances teachers’ digital literacy and performance, leading to improved educational outcomes, plays a crucial implication
Literacy · Mathematics education · Mediation · Pedagogy · Social science · Sociology · Psychology · Technology-Enhanced Education Studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |