The Influence of Principals' Managerial Competence, Organizational Climate, and Digital Literacy on Teacher Performance in Gaung District, Indragiri Hilir Regency, Riau Province
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Abstract
Teacher performance is a key indicator of educational quality. However, suboptimal principals' managerial competence, an unconducive organizational climate, and limited teachers' digital literacy remain important challenges associated with teacher performance, particularly in Gaung District, Indragiri Hilir Regency, Riau Province. This study aimed to examine the relationships between principals' managerial competence, organizational climate, and digital literacy and teacher performance, both individually and simultaneously. A quantitative survey design was employed involving 206 elementary school teachers selected through total sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression. The regression model was statistically significant (F(3, 202) = 75.975, p < .001), with an Adjusted R² of .523 and an R² of .530, indicating that the model explained 53.0% of the variance in teacher performance. Partially, principals' managerial competence (? = .426), organizational climate (? = .377), and digital literacy (? = .278) were positively and significantly associated with teacher performance. Based on the standardized beta coefficients, principals' managerial competence emerged as the strongest predictor in the model. These findings indicate that teacher performance is positively associated with principals' managerial competence, a supportive organizational climate, and teachers' digital literacy. Given the cross-sectional design, the results should be interpreted as predictive associations rather than causal relationships. Strengthening these three aspects may support efforts to improve the quality of teaching and learning in elementary schools.
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