Pengaruh Kompetensi Digital Guru terhadap Kinerja Mengajar Guru yang Dimediasi oleh Teacher Readiness for Change

Abstract

This study aims to describe: (1) the effect of teacher digital competence on teacher readiness for change; (2) the effect of teacher readiness for change on teaching performance; (3) the effect of teacher digital competence on teaching performance; (4) the effect of teacher digital competence on teaching performance through teacher readiness for change. This study used a quantitative approach with survey method using simple random sampling. The research sample was 262 of 757 state vocational school teachers in Klaten Regency with an error rate of 5%. This research used questionnaire (rating scale) as instrument. The instrument validity were content validity with expert judgment and construct validity calculated with Confirmatory Factor Analysis. Reliability was calculated using the Cronbach Alpha technique. Technique for analysing data was the Structural Equation Model (SEM) and was carried out by using PLS for Structural Equation Modeling (SEM) 3.0 program. The results of the study are explained as follows. (1) There is positive and significant effect of teacher digital competence on teacher readiness for change by 46,8%. (2) There is a positive and significant effect of teacher readiness for change on teaching performance by 34,2%. (3) There is a positive and significant direct effect of teacher digital competence on teaching performance by 30,4%. (4) There is a positive and significant indirect effect of teacher digital competence on teaching performance mediated by teacher readiness for change by 16%. The novelty of this research was indirect effect of teacher digital competence on teaching performance through teacher readiness for change.