LEARNING CULTURE AS A TRANSFORMATIONAL MECHANISM FOR TEACHERS' PROFESSIONAL COMPETENCIES: PLS-SEM ANALYSIS OF GROWTH MINDSET AND DIGITAL COMPETENCIES
DOI:
https://doi.org/10.18623/rvd.v23.6677Keywords:
Growth Mindset, Digital Competence, Learning Culture, Sustainable Professional Competence, Teacher DevelopmentAbstract
This research aims to develop and test a model of sustainable professional competency development for teachers, grounded in a learning culture, and to position it as an informational mechanism that connects growth mindset and digital competence to teachers' professional competence. The study used a quantitative, cross-sectional design with a sample of 345 public elementary school teachers in Bogor Regency, Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through a two-stage second-order construct approach using SmartPLS 4. The study's results show that a learning culture has the greatest influence on teachers' ongoing professional competence. Growth mindset has been shown to have a significant effect on digital competence and learning culture, but it does not directly affect professional competence. In addition, learning culture fully mediates the relationship between growth mindset and professional competence, and partially mediates the influence of digital competencies on professional competence. The research model also shows strong predictive and explanatory abilities. These findings confirm that the development of teachers' professional competencies requires integrating psychological, technological, and organizational factors within a strong, sustainable school learning culture.
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