Digital Era Teacher Performance: The Influence of TPACK and Transformational Leadership

Abstract

This research aimed to examine the influence of Technological Pedagogical Content Knowledge and school principal leadership on teaching performance in the digital era at State Junior High Schools in Trenggalek District, Trenggalek Regency. This research involved 165 State Junior High School teachers as the population. Using a simple random sampling technique, 117 State Junior High School teachers in Trenggalek District were selected as the research sample. This research used closed-ended questionnaires to collect data. The data were analyzed through descriptive statistics and inferential methods, including Pearson’s correlation coefficient and multiple linear regression analysis. Research findings indicate that, TPACK and transformational principal leadership partially influence teaching performance in the digital era. Simultaneously, both TPACK and transformational principal leadership influence teaching performance in the digital era. Based on these results, it can be concluded that it is important to improve teacher capabilities through both TPACK and the quality of transformational leadership support from principals in order to improve teaching performance in the digital era.