Does Digital Pedagogical Training Enhance Teacher Resilience, Teacher Well-Being, and Teacher Performance? A Quasi-Experimental Study
DOI:
https://doi.org/10.46328/ijtes.7980Keywords:
Digital pedagogical training, Teacher resilience, Teacher well-being, Teacher performanceAbstract
Teachers face increasingly strong demands to adapt to digital-based learning, yet empirical evidence regarding the influence of digital pedagogical training on teacher resilience, teacher well-being, and teacher performance remains limited. This study aims to analyze the influence of digital pedagogical training on teacher resilience, teacher well-being, and teacher performance. This study employs a quantitative approach through a quasi-experimental method with a pretest-posttest non-equivalent control group design. The research sample consisted of 60 teachers affiliated with two Teacher Working Groups (Kelompok Kerja Guru/KKG) across two sub-districts in Serang City, Banten Province, selected through purposive sampling and cluster sampling. Data were collected using a five-point Likert scale questionnaire. Instrument quality was established through content validity based on expert judgment, construct validity using Pearson Product Moment correlation, and reliability using Cronbach's Alpha; all final instruments were declared valid and highly reliable. Data analysis was conducted through descriptive statistics, prerequisite tests comprising Kolmogorov–Smirnov normality testing, Levene's Test for homogeneity, and an initial equivalence test using an independent sample t-test, followed by MANCOVA and ANCOVA. The findings indicate that (1) digital pedagogical training has a significant effect on teacher resilience; (2) digital pedagogical training has a significant effect on teacher well-being; and (3) digital pedagogical training has a significant effect on teacher performance. Overall, digital pedagogical training exerts a positive and significant influence, both simultaneously and individually, on teacher resilience, teacher well-being, and teacher performance. The implications of this study suggest that digitally-based teacher professional development should be designed not only to strengthen technological and pedagogical competencies, but also to support teachers' psychological capacity and professional sustainability.
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