Emotional Intelligence and Digital Competence in Enhancing Teacher Performance: A Two-Stage Higher-Order PLS-SEM with Learning Effectiveness as Mediator

The Effect Of Digital Training On Teacher Performance : The Mediating Role Of Digital Self-Efficacy Among Teachers At SMA Negeri 1 Selesai

This study examines the effect of Digital Training on Teacher Performance with Digital Self-Efficacy as a mediating variable. The research is based on the increasing need for teachers to adapt to digital learning environments and to improve their professional performance through technology-based competencies. A quantitative approach was employed using survey data collected from teachers and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model was evaluated through outer loading, Cronbach’s Alpha, Composite Reliability, Average Variance Extracted, Fornell-Larcker criterion, cross-loading, and HTMT, while the structural model was assessed using R-square, direct effects, and indirect effects. The results show that Digital Training has a positive and significant effect on Teacher Performance. Digital Training also has a positive and significant effect on Digital Self-Efficacy. Furthermore, Digital Self-Efficacy positively and significantly affects Teacher Performance. The mediation test confirms that Digital Self-Efficacy partially mediates the relationship between Digital Training and Teacher Performance. The model explains 54.1% of the variance in Digital Self-Efficacy and 78.3% of the variance in Teacher Performance, indicating moderate to substantial explanatory power. These findings suggest that digital training contributes not only to teachers’ technical competence but also to their confidence in using digital technologies. Therefore, educational institutions should develop continuous digital training programs supported by mentoring and practical implementation to enhance teacher performance in digital learning settings.

Teachers’ Emotional Intelligence and Classroom Management Effectiveness: A Mixed-Method Study of the Mediating Role of Socio-Emotional Competence

Teaching is an inherently emotional profession, requiring continuous navigation between cognitive instruction and affective regulation. This study investigates how teachers’ emotional intelligence (EI)—specifically their socio-emotional competence—shapes classroom management effectiveness, teacher well-being, and student engagement. Grounded in Goleman’s (1995) five-dimensional model and the Social-Emotional Learning (CASEL, 2020) framework, the research conceptualizes EI not as a personality trait but as a pedagogical competency essential to classroom leadership. A mixed-method design was employed involving 100 secondary school teachers from diverse institutional settings across India. Quantitative data were collected using the Emotional Intelligence Scale (Schutte et al., 1998) and a Classroom Management Self-Efficacy Inventory, while qualitative data were obtained through semi-structured interviews with 20 participants. Data analysis integrated Pearson correlation, multiple regression, and thematic analysis following Braun and Clarke (2006). The findings reveal a strong positive correlation (r = .71, p < .001) between overall emotional intelligence and classroom management effectiveness. Among EI dimensions, empathy (β = .38) and self-regulation (β = .32) emerged as the most powerful predictors of effective classroom management. Qualitative narratives confirmed that emotionally intelligent teachers cultivate trust, emotional safety, and behavioral stability through composure and empathetic attunement. The study concludes that emotional intelligence functions as a core professional competency, not a peripheral disposition. Teachers’ ability to regulate their emotions and respond empathetically directly influences classroom climate and student engagement. Integrating EI-focused modules into teacher education and professional development programs can enhance emotional resilience, instructional effectiveness, and institutional harmony.

Learning Satisfaction as a Mediator of the Influence of Teachers' Digital Competence and Blended Learning on Student Academic Achievement in Junior High Schools in Rangkasbitung District, Banten Province

This study aims to examine the direct and indirect effects of teachers' digital competence and blended learning on student academic achievement, mediated by learning satisfaction, in junior high schools within regions experiencing technological infrastructure disparities. Methodology: A quantitative associative approach with a cross-sectional design was employed. Participants comprised 143 teachers and 143 eighth-grade students from six public junior high schools in Rangkasbitung Sub-district, Lebak Regency, Banten Province, selected using proportionate stratified random sampling based on Slovin's formula. Data were gathered through a Likert-scale questionnaire triangulated with academic report card records, and subsequently analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS software version 3. Results: All eighty indicators were declared valid and reliable. Teachers' digital competence and blended learning both exerted significant positive effects on student learning satisfaction and academic achievement. Furthermore, learning satisfaction was proven to act as a partial mediator in both causal pathways. The structural model accounted for 66.8% of the variance in learning satisfaction and 71.2% of the variance in student academic achievement. Conclusion: Student academic achievement is determined more through the indirect enhancement of learning satisfaction than by the direct influence of teachers' digital competence or blended learning alone. Thus, learning satisfaction serves as a vital linking mechanism within the hybrid learning ecosystem at the junior high school level. Limitations: This study utilized a cross-sectional design, relied partially on self-reported data, and was restricted to six schools within a single sub-district; hence, generalizability to other contexts should be made with caution. Contribution: These findings provide valuable insights for local educational policymakers, school principals, and teachers in designing professional development and blended learning programs aimed at reinforcing student learning satisfaction. Additionally, it enriches the literature on digital education within the context of developing regions facing infrastructure constraints.  

Testing the Mediating Role of Student Engagement: Self-‎Efficacy, Learning Motivation, and Examination Performance ‎in Indonesian Vocational High Schools

Academic underachievement in Indonesian vocational high schools (SMK) is often attributed to cognitive ability alone, yet non-cognitive factors may matter. Drawing on Bandura's social cognitive theory and Astin's involvement theory, this study tested whether student engagement mediates the associations of self-efficacy and learning motivation with examination performance. A cross-sectional survey was administered to 282 students in four state vocational high schools in Pesisir Selatan Regency, West Sumatra, sampled proportionately by school. Constructs were modelled as reflective-reflective higher-order constructs and estimated with the disjoint two-stage approach in PLS-SEM; performance was a single summative examination score drawn from school records and not equated across the four schools. After item purification the engagement construct retained only its behavioural and emotional dimensions, so H5 to H7 test a narrower construct than the introduction describes. Discriminant validity was not established for the self-efficacy and engagement pair (HTMT = .908, above the pre-specified .90). Self-efficacy (β = .640, 95% CI [.537, .743]) and learning motivation (β = .141, 95% CI [.027, .255]) were associated with engagement, explaining 55.7% of its variance. No path reached examination performance: the model explained essentially none of its variance (R² = .005, adjusted R² = -.006), and all three paths were statistically equivalent to zero within ±.20. Five hypotheses were not supported. The null result is consistent with criterion misalignment, but the design did not test that explanation.

Academic Supervision and Digital Platform Adoption as Predictors of Elementary School Teacher Competence: A PLS-SEM Study from Rural Indonesia

Purpose: Improving teacher competence in the digital era requires understanding how managerial interventions and technology adoption interact within school systems. This study examines the individual and combined effects of academic supervision and the use of the Ruang GTK (Teachers and Education Personnel) digital platform on the pedagogical, professional, personality, and social competencies of elementary school teachers in Tayu District, Pati Regency, Indonesia. Methods: A quantitative cross-sectional design was employed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Data were collected from elementary school teachers, with academic supervision and Ruang GTK platform adoption modelled as predictors of teacher competence. Results: Academic supervision had a strong and statistically significant influence on teacher competence (β = 0.671, f² = 0.533), demonstrating its central role in professional development. The Ruang GTK platform also had a significant but smaller effect (f² = 0.077), indicating that its contribution is moderated by contextual and infrastructural factors. Together, both predictors explained 81.7% of the variance in teacher competence (R² = 0.817), providing robust support for the Hybrid Professional Development model. Novelty and Contribution: The study advances existing literature by conceptualising managerial supervision and digital learning platforms as complementary rather than independent drivers of teacher competence. It highlights academic supervision as the primary mechanism for competence development, with digital platforms strengthening professional learning when integrated into effective supervisory practices. Social and Practical Implications: The findings support the Hybrid Professional Development framework and suggest that policymakers and school leaders should prioritise high-quality clinical supervision while embedding Ruang GTK into supervisory feedback and coaching processes to maximise teacher competence in digitally supported educational environments.

Digital Literacy and Teacher Innovative Behavior: The Partial Mediating Role of Psychological Empowerment