Transformational leadership, teacher motivation, and upskilling-reskilling as determinants of 21st-century teacher competencies

Welhelmina Welhelmina; Dedy Achmad Kurniady; Sururi Sururi; Taufani Chusnul Kurniatun

doi:10.17509/curricula.v5i3.877

Authors

Welhelmina Universitas Pendidikan Indonesia
Dedy Achmad Kurniady Universitas Pendidikan Indonesia
Sururi Universitas Pendidikan Indonesia
Taufani Chusnul Kurniatun Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v5i3.877

Keywords:

21st-century teacher competencies, teacher motivation, transformational leadership, upskilling and reskilling

Abstract

The integration of digital technology and artificial intelligence into the learning ecosystem has increased global demands for teacher competency. This study examines the simultaneous and partial effects of transformational leadership (X1), teacher motivation (X2), and upskilling and reskilling (X3) on 21st-century teacher competency (Y). This study was conducted because no empirical study has simultaneously tested these three variables in a single regression model among elementary and junior high school teachers in Indonesia. We used a quantitative explanatory correlational approach, collecting data from 238 teachers in West Java through a 40-item Likert-scale online questionnaire and analyzing them using multiple linear regression. All items were valid and highly reliable. The model explained 84.5% of the variance in teacher competency. Three predictors had a significant influence: 1) Transformational leadership; 2) Teacher motivation; and 3) Upskilling and reskilling. Upskilling and reskilling were the most dominant predictors, confirming that continuous skill development is the most direct path to developing 21st-century teacher competency.

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