Model of Digital Literacy and Organizational Support in Determining Teacher Performance: An Empirical Study

Abstract

The rapid development of information technology today requires teaching staff or teachers to be able to achieve successful learning based on skills in using information technology and media. In addition to mastering information technology in learning, there needs to be organizational support that will later convince them in teaching, and meet the learning achievement standards set. This study aims to analyze and explain the role of digital literacy and organizational support in determining self-efficacy, as well as their effect on teacher performance at Lentera Kasih School. This study employs a quantitative methodology and polls all of the 109 instructors that work at Lentera Kasih Schools in Bali, Jakarta, and Makassar. While the study's samples were all drawn from the general community. The SEM-PLS study demonstrates that the rise in teachers' self-efficacy is influenced by both organizational support and digital literacy. While digital literacy does not directly affect teacher performance, both organizational support and self-efficacy have a direct positive and considerable impact. Digital literacy can significantly affect teachers' performance if self-efficacy is used as a mediator.