<![CDATA[This study aimed to examine the effect of digital administration implementation and teachers’ professional competence on the performance of public elementary school teachers in Siantar Narumonda District, both partially and simultaneously. The study employed a quantitative approach with a causal research design. The population and sample consisted of 53 teachers selected through saturated sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed through descriptive statistics, classical assumption tests, multiple linear regression, t-test, F-test, and the coefficient of determination. The findings revealed that the implementation of digital administration had a positive and significant effect on teacher performance (t=3.638, Sig. <0.001). Teachers’ professional competence also had a positive and significant effect on teacher performance (t=4.731, Sig. <0.001). Simultaneously, both variables had a positive and significant influence on teacher performance (F=38.719, Sig. <0.001). The coefficient of determination (R^2) of 0.608 indicates that 60.8% of the variance in teacher performance is explained by digital administration implementation and teachers’ professional competence, while the remaining 39.2% is influenced by other factors beyond the scope of this study. These findings highlight the importance of optimizing digital administration and strengthening teachers’ professional competence as effective strategies for improving teacher performance in elementary schools.]]>
Copyrights © 2026
