The Influence of Teacher Certification, Innovative Work Behavior, and Self-Efficacy on Teacher Performance with Digital Literacy as a Moderating Variable at Al Nur Foundation Cibinong

Abstract

The purpose of this study is to identify and analyze the influence of teacher certification, innovative work behavior, and self-efficacy on teacher performance with digital literacy as a moderating variable. The research method used to investigate the influence of teacher certification, innovative work behavior, and self-efficacy on teacher performance with digital literacy as a moderating variable is the SmartPLS ver 3.0 analysis tool. Hypotheses are tested with path coefficients and indirect effects. This study is a survey research using questionnaires as instruments, with 52 respondents, who are all certified teachers at Al Nur Foundation Cibinong, using a saturated sample method. Data collection was conducted by providing questionnaires to all certified teachers at Al Nur Foundation Cibinong. The results of hypothesis testing indicate the following conclusions: (1) teacher certification (X1) significantly affects teacher performance (Y) with t-statistics of 2.989 > 1.96. (2) Innovative work behavior (X2) does not significantly affect teacher performance (Y) with t-statistics of 1.242 < 1.96. (3) Self-efficacy (X3) significantly affects teacher performance (Y) with t-statistics of 2.826 > 1.96. (4) Digital literacy (X4) as a moderating variable for innovative work behavior (X2) does not moderate the impact on teacher performance (Y) with t-statistics of 1.539 < 1.96. (5) Digital literacy (X4) as a moderating variable for self-efficacy (X3) does not moderate the impact on teacher performance (Y) with t-statistics of 0.651 < 1.96. Furthermore, teacher certification, innovative work behavior, and self-efficacy together have a significant influence on teacher performance, as indicated by an R-Square (R2) value of 0.74