The Integrative Model for Strengthening the Quality of Inclusive Education Based on Digital Literacy, Achievement Culture, and Teacher Work Motivation
DOI:
https://doi.org/10.17977/um005v9i22025p276-291Keywords:
inclusive education, digital literacy, achievement culture, teacher motivation, integrative modelAbstract
This study aims to develop an integrative model to enhance the quality of inclusive education based on digital literacy, achievement-oriented school culture, and teacher work motivation at public elementary schools in the Candisari District, Semarang City. A quantitative approach was employed using survey methods and path analysis. Data were collected from 105 teachers through closed-ended questionnaires and analyzed using multiple linear regression and path analysis. The results revealed that all three independent variables had a significant positive effect on the quality of inclusive education. Moreover, digital literacy and achievement culture indirectly influenced quality through teacher motivation as a mediating variable. The developed integrative model achieved an R² value of 0.748, indicating strong predictive power. The findings underscore the importance of a systemic and synergistic approach in improving inclusive education quality through the enhancement of teacher competencies and supportive school culture.
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