<![CDATA[Amid the growing demands for improving the quality of early childhood education, teachers’ competence in Information and Communication Technology (ICT) and their professional development play a crucial role in influencing institutional performance. A lack of ICT skills and limited professional growth may negatively impact the quality of educational services. This study aims to examine the effect of ICT competence and professional development on the performance of Kindergarten (TK) teachers in Musi Banyuasin Regency. Using a quantitative approach with an ex post facto method, the study involved 243 kindergarten teachers selected through simple random sampling. Data were collected using a validated and tested closed-ended questionnaire and analyzed using t-tests, F-tests, and the coefficient of determination. The results show that both ICT competence and professional development have a significant partial and simultaneous effect on kindergarten performance. These findings highlight the importance of improving teacher competence to enhance institutional performance. The implication is that educational institutions and policymakers need to prioritize relevant ICT training programs, expand access to professional development opportunities, and ensure organizational support that enables teachers to continuously adapt to the demands of modern learning.]]>
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