The Effect of CERDAS Teacher Competencies (Collaborative, Empathic, Responsive, Digital, Adaptive, and Spiritual) on Teacher Professional Performance and Work Discipline in Elementary Schools
DOI:
https://doi.org/10.61255/jupiter.v4i4.1828Keywords:
CERDAS Teachers, Teacher Performance, Work Discipline, Educational Transformation, Mixed MethodsAbstract
This study aims to examine the influence of CERDAS Teacher competencies, comprising Collaborative, Empathic, Responsive, Digital, Adaptive, and Spiritual dimensions, on teacher professional performance and work discipline in the era of educational transformation in elementary schools. This study employed a mixed-methods approach using a Sequential Explanatory Design, combining quantitative and qualitative data. Quantitative data were collected from 136 elementary school teachers using a Likert-scale questionnaire, followed by qualitative data collection through open-ended questions and in-depth interviews with 15 selected teachers to explain and deepen the quantitative findings. Quantitative data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS version 3.2 through outer and inner model evaluation, while qualitative data were analyzed thematically. The measurement model demonstrated satisfactory validity and reliability, with Average Variance Extracted (AVE) values ranging from 0.721 to 0.743 and Composite Reliability values ranging from 0.812 to 0.871. The structural model results revealed that SMART Teacher competencies had a positive and significant effect on teacher professional performance (β = 0.513; t = 5.967; p = 0.001) and work discipline (β = 0.717; t = 12.782; p = 0.001). Work discipline also had a positive and significant effect on teacher professional performance (β = 0.356; t = 3.814; p = 0.001). Qualitative findings further revealed that the Digital and Adaptive dimensions facilitated the transformation of teaching practices, while the Spiritual and Empathic dimensions strengthened teachers' internal commitment to discipline and professional responsibility. Collaboration through professional learning communities also supported pedagogical innovation and improved lesson planning. In conclusion, the integration of CERDAS Teacher competencies significantly strengthens both teacher work discipline and professional performance, with work discipline functioning as an important pathway linking teacher competencies to professional performance. These findings suggest that educational authorities and school administrators should develop integrated professional development programs that strengthen the six SMART dimensions to support sustainable educational transformation in elementary schools.
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