Digital Mindset as a Key Driver of Teacher Performance in School Change Management: A Quantitative Study of Talent Management and Teacher Resilience among Indonesian Public Junior High School Teachers
DOI:
https://doi.org/10.32678/tarbawi.v12i01.12690
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Keywords:
Talent Management, Teacher Resilience, Digital Mindset, Teacher Performance, Change ManagementAbstract
In the context of educational change management, improving teacher performance requires not only organizational support but also individual adaptability and digital readiness. This study aims to examine the influence of talent management, teacher resilience, and digital mindset on teacher performance during the change management process at SMP Negeri 1 Kabupaten Magetan. A quantitative survey design was employed, with all teachers as respondents, using a saturated sampling technique. Data were collected using validated and reliable questionnaires and analyzed using multiple linear regression. The findings reveal that talent management, teacher resilience, and digital mindset each have a positive and significant effect on teacher performance, both individually and collectively. The model explains 61.1% of the variance in teacher performance, indicating a substantial explanatory power. Among the variables, digital mindset emerges as the most influential factor, highlighting the critical role of teachers’ readiness to adapt to technological changes in enhancing performance. These results provide empirical evidence that successful change management in schools is strongly supported by integrating structured talent management practices, strengthening teacher resilience, and developing a digital-oriented mindset. This study contributes to the educational management literature by emphasizing the central role of a digital mindset as a key driver of teacher performance in the era of educational transformation.
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