Academic Supervision and Digital Platform Adoption as Predictors of Elementary School Teacher Competence: A PLS-SEM Study from Rural Indonesia
DOI:
https://doi.org/10.65820/ejes-2vol2-issue2-2026Keywords:
Academic Supervision, Digital Platform Adoption, Educational Leadership, Teacher Competence, PLS-SEMAbstract
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.
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Copyright (c) 2026 Azeez Oshoba, Wahyu Pitaloka Dwilestari, Ahmad Hariyadi, Gunawan Setiadi (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
