<![CDATA[ABSTRACT Professional competence among elementary school teachers is associated with the quality of learning and needs to be supported by academic supervision, digital literacy, and self-efficacy. This study aimed to analyze the direct and indirect effects of academic supervision and digital literacy on teachers’ professional competence, with self-efficacy as a mediating variable, among public elementary school teachers in Tapin Utara District, Tapin Regency. The study employed a quantitative approach using a survey method. Data were collected through a closed-ended Likert-scale questionnaire that had undergone validity and reliability testing. The data were analyzed using descriptive statistics, regression, path analysis, and the Sobel test with SPSS. The findings revealed that academic supervision and self-efficacy had positive and significant effects on teachers’ professional competence, whereas the direct effect of digital literacy was not significant. Academic supervision also had significant effects on digital literacy and self-efficacy. The indirect-effect analysis showed that self-efficacy mediated the relationship between academic supervision and professional competence, while digital literacy did not demonstrate a significant mediating effect. These findings emphasize that the relationship between academic supervision and teachers’ professional competence should be considered not only in terms of instructional guidance but also in relation to teachers’ beliefs in their own capabilities. Therefore, strengthening self-efficacy may be an important consideration in planning teachers’ professional development, while the contribution of digital literacy requires further investigation in relation to its implementation context. ABSTRAK Kompetensi profesional guru sekolah dasar berkaitan dengan kualitas pembelajaran dan perlu didukung oleh supervisi akademik, literasi digital, serta efikasi diri. Penelitian ini bertujuan menganalisis pengaruh langsung dan tidak langsung supervisi akademik dan literasi digital terhadap kompetensi profesional guru, dengan efikasi diri sebagai variabel mediasi, pada guru Sekolah Dasar Negeri di Kecamatan Tapin Utara, Kabupaten Tapin. Penelitian menggunakan pendekatan kuantitatif melalui metode survei. Data dikumpulkan menggunakan angket tertutup berskala Likert yang telah melalui pengujian validitas dan reliabilitas. Data dianalisis dengan statistik deskriptif, regresi, analisis jalur, serta uji Sobel menggunakan SPSS. Hasil penelitian menunjukkan bahwa supervisi akademik dan efikasi diri berpengaruh positif dan signifikan terhadap kompetensi profesional guru, sedangkan pengaruh langsung literasi digital tidak signifikan. Supervisi akademik juga berpengaruh signifikan terhadap literasi digital dan efikasi diri. Pengujian efek tidak langsung memperlihatkan bahwa efikasi diri memediasi hubungan supervisi akademik dengan kompetensi profesional, sementara literasi digital tidak menunjukkan efek mediasi yang signifikan. Temuan ini menegaskan bahwa keterkaitan supervisi akademik dengan kompetensi profesional guru tidak hanya perlu ditinjau dari aspek pembinaan, tetapi juga dari keyakinan guru terhadap kapasitas dirinya. Dengan demikian, penguatan efikasi diri dapat menjadi perhatian dalam perencanaan pembinaan profesional guru, sedangkan kontribusi literasi digital perlu ditelaah lebih lanjut sesuai konteks penerapannya.]]>
