The Influence of Professional Education and Training, Teacher Commitment, and Educational Technology and Information on Teacher Professionalism Through Teachers’ Pedagogical Competence at Public Junior High Schools in SEI Beduk Subdistrict, Batam City

Rostiar Br  SITUMORANG; Ramli  RAMLI; Mohamad Gita  INDRAWAN

doi:10.38142/jogta.v4i2.1608

Authors

Rostiar Br SITUMORANG Batam University, Indonesia
Ramli RAMLI Batam University, Indonesia
Mohamad Gita INDRAWAN Batam University, Indonesia

DOI:

https://doi.org/10.38142/jogta.v4i2.1608

Keywords:

Professional Education and Training, Teacher Commitment, Educational Technology and Information, Pedagogical Competence, Teacher Professionalism

Abstract

This study aims to analyze the influence of professional education and training, teacher commitment, and educational technology and information on teacher professionalism, with teachers’ pedagogical competence as a mediating variable. The research applied path analysis using SEM-PLS, assisted by SmartPLS 3.0 (2025). Instrument testing included validity, reliability, outer model, inner model, and hypothesis testing. The findings reveal that professional education and training, teacher commitment, and technology and information have a positive and significant effect on teachers’ pedagogical competence. However, only technology and information show a significant direct effect on teacher professionalism, while professional education and training and teacher commitment have positive but insignificant effects. Pedagogical competence has a positive and significant influence on teacher professionalism and serves as a significant mediating variable between professional training, teacher commitment, technology, and teacher professionalism. Simultaneously, the three independent variables significantly affect pedagogical competence and, together with it, significantly influence teacher professionalism. Therefore, enhancing teacher professionalism in public junior high schools in Sei Beduk Subdistrict can be achieved through strengthening pedagogical competence, improving professional training quality, increasing teacher commitment, and optimizing the use of educational technology.

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