An Integrative Model of the Influence of Leadership, School Culture, and ICT Proficiency on Teacher Professional Competence

Abstract

Objective: This study aims to analyze the influence of school principal leadership, school culture, and information technology mastery on the professional competence of public elementary school teachers in Sale Subdistrict, Rembang Regency. Teachers' professional competence serves as a key indicator in improving the quality of learning and strengthening human resource capacity in the basic education sector. Method: This research employed a quantitative approach with an associative design. The study population consisted of 197 teachers, with a sample of 132 respondents selected using proportional random sampling. The primary instrument was a Likert-scale questionnaire, and data were analyzed using multiple linear regression with the aid of SPSS version 26. Result: The findings reveal that school principal leadership, school culture, and information technology mastery simultaneously have a significant effect on teachers’ professional competence, contributing 43.6% to the variance. Partially, school principal leadership exerted the most dominant influence (R² = 0.423), followed by information technology mastery (R² = 0.131) and school culture (R² = 0.046). Novelty: This study offers an integrative approach by examining the combined impact of leadership, culture, and ICT proficiency on teacher competence, while providing practical insights into challenges and strategies for sustainable teacher development.