The Relationship Between Information and Communication Technology (ICT) Capabilities and Work Culture on the Performance of Public High School Teachers in Dharmasraya Regency

Afriansyah, Hade
Sabandi, Ahmad

Indonesian Educational Administration and Leadership Journal (IDEAL)
Vol. 8 No. 1 (2026): In progress

This study aims to analyze the relationship between Information and Communication Technology (ICT) capability and work culture on the performance of public senior high school teachers in Dharmasraya Regency. The study employed a quantitative approach with a correlational survey design. The research population consisted of 466 teachers, with a sample of 81 selected through proportional random sampling. Data were collected using a Likert-scale questionnaire that had met validity and reliability requirements. Data analysis was conducted using descriptive statistics, prerequisite tests of analysis, product-moment correlation, and multiple correlation analysis. The results showed that: (1) there was a positive and significant relationship between ICT capability and teacher performance, with a correlation coefficient of 0.744; (2) there was a positive and significant relationship between work culture and teacher performance, with a correlation coefficient of 0.812; and (3) there was a positive and significant simultaneous relationship between ICT capability and work culture on teacher performance, with an R value of 0.760 and a coefficient of determination (R²) of 0.577. These findings indicate that work culture has a stronger relationship with improving teacher performance than ICT capability. The implications of this study emphasize that improving teacher performance is not sufficient through technology training alone; it also requires strengthening the work culture, including discipline, responsibility, cooperation, and professional commitment. School principals need to build a collaborative work environment and integrate ICT utilization into teachers’ daily work habits. In addition, the education office needs to design teacher-quality improvement programs that balance the development of digital competence with work-culture enhancement. It can be concluded that the synergy between ICT capability and work culture is an important factor in achieving optimal and sustainable teacher performance in the digital era.