Digital empowerment, teacher digital competence, and adaptive educational governance in Vocational Schools

Pepi Januar Pelita; Ana Ratnasari; Resya Fakhrunnisa

doi:10.17509/curricula.v5i3.851

Authors

Pepi Januar Pelita Universitas Muhammadiyah Bogor Raya
Ana Ratnasari Universitas Muhammadiyah Bogor Raya
Resya Fakhrunnisa Universitas Muhammadiyah Bogor Raya

DOI:

https://doi.org/10.17509/curricula.v5i3.851

Keywords:

adaptive education governance, PLS-SEM transformation, teachers' digital pedagogical competence

Abstract

Digital transformation has become a strategic plan in the development of 21st-century education. This study aims to analyze the influence of digital empowerment on teachers' digital pedagogical competence and the effectiveness of adaptive educational governance, and to examine the role of teachers' digital pedagogical competence as a mediating variable in this relationship. This study uses a quantitative approach with a survey design. Data were collected through an online questionnaire distributed to Vocational High School (Sekolah Menengah Kejuruan/SMK) teachers. A total of 46 respondents who met the research criteria were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results show that digital empowerment has a positive and significant effect on teachers' digital pedagogical competence and the effectiveness of adaptive educational governance. Teachers' digital pedagogical competence is also shown to have a positive and significant effect on the effectiveness of adaptive educational governance. It partially mediates the effect of digital empowerment on that effectiveness. The research model has strong predictive ability on teachers' digital pedagogical competence and the effectiveness of adaptive educational governance.

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