<![CDATA[ABSTRACT Digital transformation in schools requires strengthening teachers’ digital capacity in ways that are aligned with the quality of instructional practices and the school environment. This study aimed to analyze the relationships between digital literacy, teachers’ technological competence, learning effectiveness, and school climate in a pesantren-based educational setting. A quantitative approach with a correlational survey design was employed, involving 184 teachers from six MTs and MA educational units within YPH PPD NWDI Pancor, East Lombok, West Nusa Tenggara. The sample was selected using proportionate stratified random sampling, while data were collected through a five-point Likert-scale closed questionnaire consisting of 40 items. Multiple linear regression was employed to examine the partial and simultaneous relationships among the constructs. The findings indicated that digital literacy, teachers’ technological competence, and learning effectiveness were positively and significantly associated with school climate. Learning effectiveness emerged as the strongest relative predictor (β = 0.314; p < 0.001), followed by digital literacy (β = 0.291; p < 0.001) and teachers’ technological competence (β = 0.283; p < 0.001). The overall model was statistically significant, F(3,180) = 21.817, p < 0.001, with an R² of 0.267. These findings underscore the need to strengthen teachers’ digital capacity alongside improvements in learning quality to support a positive school climate. ABSTRAK Transformasi digital di sekolah menuntut penguatan kapasitas digital guru yang selaras dengan kualitas praktik pembelajaran dan kondisi lingkungan sekolah. Penelitian ini bertujuan menganalisis hubungan literasi digital, kompetensi teknologi guru, dan efektivitas pembelajaran dengan iklim sekolah pada satuan pendidikan berbasis pesantren. Penelitian menggunakan pendekatan kuantitatif dengan desain survei korelasional yang melibatkan 184 guru dari enam satuan pendidikan MTs dan MA di lingkungan YPH PPD NWDI Pancor, Lombok Timur, Nusa Tenggara Barat. Sampel dipilih melalui proportionate stratified random sampling, sedangkan data diperoleh menggunakan kuesioner tertutup berskala Likert lima poin yang memuat 40 butir. Analisis dilakukan menggunakan regresi linear berganda untuk menguji hubungan parsial dan simultan antarkonstruk. Hasil penelitian menunjukkan bahwa literasi digital, kompetensi teknologi guru, dan efektivitas pembelajaran berhubungan positif dan signifikan dengan iklim sekolah. Efektivitas pembelajaran menjadi prediktor relatif paling kuat (β = 0,314; p < 0,001), disusul literasi digital (β = 0,291; p < 0,001) dan kompetensi teknologi guru (β = 0,283; p < 0,001). Model secara simultan signifikan, F(3,180) = 21,817; p < 0,001, dengan R² = 0,267. Temuan ini menegaskan perlunya penguatan kapasitas digital guru yang berjalan seiring dengan peningkatan kualitas pembelajaran untuk mendukung iklim sekolah.]]>
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