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All Journal INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE
Moh. Bahzar
Master of Educational Management Study Program, Mulawarman University, Indonesia
Humanities Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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JUNIOR HIGH SCHOOL TEACHERS’ EXPERIENCES IN INTERPRETING DIGITAL COMPETENCE, WELL-BEING, AND ORGANIZATIONAL SUPPORT IN BUILDING PERFORMANCE RESILIENCE (A PHENOMENOLOGICAL STUDY IN BALIKPAPAN CITY) Azizah Ramadhanti; Widyatmike Gede Mulawarman; Masrur; Moh. Bahzar; Akhmad; Usfandi Haryaka
International Journal of Cultural and Social Science Vol. 7 No. 3 (2026): International Journal of Cultural and Social Science
Publisher : Pena Cendekia Insani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53806/ijcss.v7i3.1489

Abstract

The digital transformation of education requires teachers to develop digital competence, maintain well-being, and receive organizational support in order to build sustainable performance resilience. This study aims to explore how junior high school teachers in Balikpapan City interpret digital competence, well-being, and organizational support in shaping their resilience and professional performance. This research used a qualitative approach with a phenomenological method. The study was conducted at SMP Negeri 6 Balikpapan and SMP Patra Dharma 1 Balikpapan. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using phenomenological stages, including bracketing, horizontalization, identification of meaning units, clustering of themes, textural description, structural description, and synthesis of essence. The findings show that teachers interpret digital competence as a strategic professional capacity that supports evidence-based decision-making, learning innovation, communication, collaboration, content creation, and digital security. Teacher well-being, including physical, psychological, and social dimensions, strengthens focus, energy, emotional stability, creativity, and work consistency. Organizational support through appreciation, feedback, facilities, professional development, and social attention increases motivation, dedication, professionalism, and psychological resilience. The integration of digital competence, well-being, and organizational support forms adaptive performance resilience, enabling teachers to remain innovative, productive, and professionally consistent in facing curriculum pressure, technological change, and pedagogical demands.
Co-Authors Akhmad Azizah Ramadhanti Masrur Usfandi Haryaka Widyatmike Gede Mulawarman