Prioritizing Digital Training For Teachers: An Importance-Performance Map Analysis Of Digital Self-Efficacy And Teacher Performance

Firmansyah Firmansyah; Siswa Pratama; Syafril Gustiawan

doi:10.63922/ijebir.v5i06.6984

Firmansyah Firmansyah Universitas Pembangunan Panca Budi
Siswa Pratama Universitas Pembangunan Panca Budi
Syafril Gustiawan Universitas Pembangunan Panca Budi

DOI: https://doi.org/10.63922/ijebir.v5i06.6984

Keywords: Digital Training, Digital Self-Efficacy, Teacher Performance, Importance-Performance Map Analysis, PLS-SEM.

Abstract

Schools invest in digital training for teachers, but they rarely know which aspects of that training, or of teachers’ readiness, deserve priority. This study goes beyond testing whether digital training affects teacher performance by identifying where improvement efforts should be focused. Data from a census of 80 teachers at SMA Negeri 1 Selesai were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) followed by an Importance-Performance Map Analysis (IPMA), with teacher performance as the target construct. The structural model showed good fit (SRMR = 0.038) and explained 78.3% of the variance in teacher performance. Digital training affected teacher performance directly (β = 0.636) and indirectly through digital self-efficacy (β = 0.224). The IPMA revealed that digital training is the most important driver of performance (importance = 0.826) but performs only moderately (60.56 out of 100), with training duration and intensity and supporting facilities carrying the greatest weight. Digital self-efficacy has lower importance (0.363) but the lowest performance (34.06), especially in integrating technology into instruction and overcoming technical difficulties. Schools should therefore intensify training and its infrastructure while deliberately building teachers’ digital confidence through classroom application and peer mentoring.

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