Kamilatun Nisa, Ali Imron, Rasdiana, A. Yusuf Sobri, Rofik Hariyadi, Rayhan Adi Anggara, Rudyman, Dedi Risaldi, Fithrotul Azizah, M. Rafi Attamimi, A.Q. Nada Salym
This research investigates the impact of digital academic supervision (DAS) on teacher professionalism (TP), with a focus on the mediating role of personal learning networks (PLNs) and their implication for educational policy. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 276 teachers in prestigious secondary schools in East Java, Indonesia. The study uses a regression model design to explore direct and mediated effects between DAS, PLNs, and TP. Findings demonstrate that DAS directly impacts both PLNs (0.638) and TP (0.550), while PLNs also directly influence TP (0.293). Mediated analysis indicates that DAS enhances TP through PLNs (0.187). These results underscore the importance of digital tools in academic supervision, fostering collaboration, and promoting teacher professional development. The empirical evidence supports the effectiveness of DAS in enhancing teacher professionalism, suggesting significant implications for educational policy and practice in Indonesia in terms of regulatory framework, such as data privacy and security, standardization, training programs, and certification and accreditation. © 2024 by author(s).
Education of Administration, State University of Malang, Malang, 65145, Indonesia; Indonesian Language Literature Education, State University of Malang, Malang, 65145, Indonesia; Physics Education, State University of Malang, Malang, 65145, Indonesia; Geography Education, State University of Malang, Malang, 65145, Indonesia