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This is a Quantitative Study study.

October 16, 2025

The Influence of Teacher Professional Training, Work Motivation, and Digital Literacy on Junior High School Teacher Performance in Region 1 Of Siak District

Key Points

Teacher performance is positively influenced by professional training and digital literacy, emphasizing the importance of these factors.
A significant portion of the analysis focused on 115 junior high school teachers, underscoring the relevance of findings in educational settings.
A quantitative ex post facto design method was used, providing robust insights into the variables affecting teacher performance.
These results highlight the need for supportive training programs and motivation systems to improve educational outcomes.

Abstract

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.

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