The Influence of Self-Efficacy and Digital Culture On Teacher Performance Mediated By Work Motivation Among Public Elementary School Teachers In Serang Regency
DOI:
10.51601/ijersc.v7i4.1069Published:
2026-09-07Downloads
Abstract
This study aims to analyze the role of Digital Culture, Self-Efficacy, and Work Motivation in explaining Teacher Performance. The analysis was conducted using the Structural Equation Modeling approach based on Partial Least Squares (SEM-PLS) with the help of SmartPLS 4.1.1.8. The test results show that all constructs meet the validity and reliability criteria, so they can be used in the structural model analysis. Digital Culture is proven to have a positive and significant effect on Teacher Performance and Work Motivation. Work Motivation also has a positive and significant effect on Teacher Performance. Furthermore, Self-Efficacy has a positive and significant effect on Work Motivation, while the direct effect of Self-Efficacy on Teacher Performance shows a negative but significant direction. The results of the mediation test show that Work Motivation significantly mediates the relationship between Digital Culture and Teacher Performance and the relationship between Self-Efficacy and Teacher Performance. The R-square value shows that Digital Culture and Self-Efficacy are able to explain the variation in Work Motivation by 75.6%, while Digital Culture, Self-Efficacy, and Work Motivation are able to explain the variation in Teacher Performance by 85.1%. These findings emphasize the importance of strengthening digital culture, increasing self-confidence, and developing work motivation as interrelated components in supporting improved teacher performance.
Keywords:
Digital Culture, Self Efficacy, Work Motivation, Teacher Performance, SEM-PLS.References
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