In the era of 21st‑century educational transformation, enhancing teacher competence remains a strategic challenge for the successful implementation of new curricula and technology‑based learning. However, the contributions of professional training, work motivation, and digital literacy to teacher performance in underdeveloped regions require empirical exploration. This study aimed to analyze the effects of professional training (X₁), work motivation (X₂), and digital literacy (X₃) on the performance of junior high school teachers in Region 1 of Siak District. A quantitative ex post facto design was employed, involving 115 teachers selected via proportional random sampling. These findings underscore the need for integrated strategies to enhance teacher performance through contextualized training programmes, motivational support systems, and individualized digital literacy development. Practical implications include designing adaptive training, establishing a performance‑based reward system, providing technical mentoring, and fostering multi‑stakeholder collaboration to improve learning quality.
Maizura et al. (Thu,) studied this question.
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