Increasing teacher professionalism through the implementation of digital academic supervision in Indonesian secondary school: Personal learning networks as mediator

Kamilatun Nisa, Ali Imron, Rasdiana Rasdiana, A. Yusuf Sobri, Rofik Hariyadi, Rayhan Adi Anggara, Rudyman Rudyman, Dedi Risaldi, Fithrotul Azizah, M. Rafi Attamimi, A. Q. Nada Salym

Article ID: 6420
Vol 8, Issue 8, 2024

VIEWS - 190 (Abstract) 78 (PDF)

Abstract


This research investigates the impact of digital academic supervision (DAS) on teacher professionalism (TP), with a focus on the mediating role of personal learning networks (PLNs) and their implication for educational policy. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 276 teachers in prestigious secondary schools in East Java, Indonesia. The study uses a regression model design to explore direct and mediated effects between DAS, PLNs, and TP. Findings demonstrate that DAS directly impacts both PLNs (0.638) and TP (0.550), while PLNs also directly influence TP (0.293). Mediated analysis indicates that DAS enhances TP through PLNs (0.187). These results underscore the importance of digital tools in academic supervision, fostering collaboration, and promoting teacher professional development. The empirical evidence supports the effectiveness of DAS in enhancing teacher professionalism, suggesting significant implications for educational policy and practice in Indonesia in terms of regulatory framework, such as data privacy and security, standardization, training programs, and certification and accreditation.


Keywords


digital academic supervision; personal learning networks; teacher professionalism; teacher competence; educational policy

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