The Effect of Principals’ Instructional Leadership and Digital Literacy on Teachers’ Performance

Abstract

This study aims to explore the impact of two factors­ ─ principals’ instructional leadership and digital literacy ─ on teachers’ effectiveness. A quantitative approach was employed,  involving 133 teachers from Vocational High Schools in Padang City. This study utilized three instruments to collect data: the principals’ instructional leadership instrument, the digital literacy instrument, and the teachers’ performance instrument. The obtained data were then analysed using descriptive and inferential statistics. In addition, digital literacy was proven to have a positive and significant influence on teachers’ performance. Multiple linear regression analysis showed that the combination of instructional leadership and digital literacy had a positive but moderate relationship with teachers’ performance, with an R value of 0.231 and an R-squared value of 0.219. This indicates that about 21.9% of the variability in teachers’ performance can be explained by these two variables. Moreover, the statistical significance of this model is confirmed by a significant F value (1.480) and a Sig. F close to zero (0.000), indicating that the combination of these two variables had a significant effect on teachers’ performance, albeit to a moderate degree. To enhance teacher effectiveness in the digital era, both robust instructional leadership and high digital literacy are crucial, highlighting the necessity for a comprehensive educational strategy.