The Role of Digital Applications in Moderating the Influence of Learning Innovation and Teaching Motivation on Teacher Performance in Public Elementary Schools
DOI:
https://doi.org/10.59525/gej.2001Keywords:
Digital Applications, Instructional Innovation, Teacher Motivation, Teacher PerformanceAbstract
The contemporary education system is faced with significant problems in maintaining the quality of instruction, especially related to the performance of educators in the digitalization era. This study aims to analyze the influence of instructional innovation and teacher motivation on teacher performance, as well as to examine the role of digital applications as a moderating variable in this relationship. This quantitative study involved a sample of 88 elementary school teachers in the East Pontianak District. The results indicate that instructional innovation, on its own, has a positive but insignificant effect on teacher performance; this suggests that innovative ideas lacking concrete supporting tools risk increasing cognitive load and reliance on trial-and-error methods in the classroom. Conversely, teacher motivation was found to have a positive and significant impact on teacher performance, underscoring the crucial role of intrinsic motivation in fostering resilience, passion, and teaching productivity. Regarding its moderating role, digital applications significantly strengthened the relationship between instructional innovation and teacher performance by acting as enablers that facilitate more structured and effective innovation implementation. However, digital applications exerted a significant negative moderating effect (a dampening effect) on the relationship between teacher motivation and teacher performance; excessive or administratively heavy technology use can trigger digital fatigue and technostress, potentially eroding the teachers' genuine motivational energy.
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