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The Influence of Digital Competency and Teacher Leadership on Innovative Behaviour and Teaching Performance in Jambi Province

Tekno - Pedagogi : Jurnal Teknologi Pendidikan · Vol. 15 No. 2 (2025) · pp. 306–323

DOI
10.22437/teknopedagogi.v15i2.47480
ISSN
2715-7415, 2088-205X
Published
2025-10-31
Publisher
Program Magister Teknologi Pendidikan Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

This study aims to analyse the influence of digital competency and teacher leadership on innovative behaviour and teaching performance among teachers in Jambi Province, reflecting the growing demands of modern education that require teachers to adapt to technological advancements and demonstrate strong leadership within instructional settings. Using a quantitative approach, data were collected through a validated Likert-scale questionnaire distributed online to 218 teachers selected through quota sampling. The data were analysed using PLS-SEM to examine the strength and significance of the relationships among the variables. The results indicate that both digital competency and teacher leadership have a significant positive effect on innovative behaviour, suggesting that teachers who possess stronger digital skills and leadership abilities are more likely to initiate and adopt innovative practices in the classroom. However, the study also reveals that digital competency and innovative behaviour do not have a direct significant impact on teaching performance, implying that improvements in teaching performance may depend on other factors such as organizational support, school culture, workload, or policy frameworks that were not examined in this research. These findings highlight the importance of adopting a more comprehensive approach when seeking to enhance teaching performance, as digital proficiency and innovation alone may not be sufficient without supportive institutional conditions. The study contributes to the existing literature on digital competence, teacher leadership, and innovation in the Indonesian educational context and provides valuable insights for stakeholders in designing more effective professional development and instructional improvement programs.

Keywords

Collaboration network of the authors

40 authors · 106 co-authorship links · 1 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Politeknik Negeri Ujung Pandang
  • Universitas Jambi
  • Hasanuddin University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Muhammad YusufUniversitas Halu Oleo7
Dian Arisandy Eka Putra SembiringAffiliation unknown6
Akhmad HabibiAffiliation unknown4
Hansein Arif WijayaAffiliation unknown3
Aulia SanovaAffiliation unknown3
Sofyan SofyanPoliteknik Negeri Ujung Pandang3
Yantoro yantoroAffiliation unknown2
Masvil TomiAffiliation unknown2
Muhammad FauzanUniversitas Jambi2
Lely MardiyantiAffiliation unknown2
Rahma DaniAffiliation unknown2
Tugiyo AminotoAffiliation unknown2
Nila Zusmita WasniAffiliation unknown1
Ella FebriyantiAffiliation unknown1
Bradley SetiyadiAffiliation unknown1
Zainul BahriAffiliation unknown1
Syifa Nurul HudaAffiliation unknown1
CIndy SIntiyaAffiliation unknown1
Nadila SaputriAffiliation unknown1
Lidya SaputriAffiliation unknown1
Astari WahyudiAffiliation unknown1
Salsabila AgustinAffiliation unknown1
Astri Danola PadangAffiliation unknown1
Mohamad MuspawiAffiliation unknown1
Salsa NisaAffiliation unknown1
Muhammad QudwatieAffiliation unknown1
Firman FirmanHasanuddin University1
Dinda KhairunnisaAffiliation unknown1
Linardo PratamaAffiliation unknown1
Denny DenmarAffiliation unknown1
Dea Amelia Dwi PutriAffiliation unknown1
Yusuf -Affiliation unknown1
Agus LestariAffiliation unknown1
Ferdiaz SaudagarAffiliation unknown1
Musyaiyadah MusyaiyadahAffiliation unknown1
Haryanto HaryantoAffiliation unknown1
Abu BakarAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/pedagogi/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The Influence of Digital Competency and Teacher Leadership on Innovative Behaviour and Teaching Performance in Jambi Province</dc:title>
	<dc:creator xml:lang="en">Joni, Muhammad</dc:creator>
	<dc:creator xml:lang="en">Susanti, Nova</dc:creator>
	<dc:creator xml:lang="en">Hendra, Robi</dc:creator>
	<dc:subject xml:lang="en">Digital Competency</dc:subject>
	<dc:subject xml:lang="en">Innovative Behaviour</dc:subject>
	<dc:subject xml:lang="en">Teacher Leadership</dc:subject>
	<dc:subject xml:lang="en">Teaching Performance</dc:subject>
	<dc:description xml:lang="en">This study aims to analyse the influence of digital competency and teacher leadership on innovative behaviour and teaching performance among teachers in Jambi Province, reflecting the growing demands of modern education that require teachers to adapt to technological advancements and demonstrate strong leadership within instructional settings. Using a quantitative approach, data were collected through a validated Likert-scale questionnaire distributed online to 218 teachers selected through quota sampling. The data were analysed using PLS-SEM to examine the strength and significance of the relationships among the variables. The results indicate that both digital competency and teacher leadership have a significant positive effect on innovative behaviour, suggesting that teachers who possess stronger digital skills and leadership abilities are more likely to initiate and adopt innovative practices in the classroom. However, the study also reveals that digital competency and innovative behaviour do not have a direct significant impact on teaching performance, implying that improvements in teaching performance may depend on other factors such as organizational support, school culture, workload, or policy frameworks that were not examined in this research. These findings highlight the importance of adopting a more comprehensive approach when seeking to enhance teaching performance, as digital proficiency and innovation alone may not be sufficient without supportive institutional conditions. The study contributes to the existing literature on digital competence, teacher leadership, and innovation in the Indonesian educational context and provides valuable insights for stakeholders in designing more effective professional development and instructional improvement programs.</dc:description>
	<dc:publisher xml:lang="en">Program Magister Teknologi Pendidikan Universitas Jambi</dc:publisher>
	<dc:date>2025-10-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/pedagogi/article/view/47480</dc:identifier>
	<dc:identifier>10.22437/teknopedagogi.v15i2.47480</dc:identifier>
	<dc:source xml:lang="en">Tekno - Pedagogi : Jurnal Teknologi Pendidikan; Vol. 15 No. 2 (2025): Tekno-Pedagogi; 306-323</dc:source>
	<dc:source>2715-7415</dc:source>
	<dc:source>2088-205X</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/pedagogi/article/view/47480/23610</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Muhammad Joni</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>