UNVEILING THE LINK BETWEEN DIGITAL LEADERSHIP, LEARNING ORIENTATION, AND EMPLOYEE PERFORMANCE: THE MEDIATING ROLE OF MOTIVATION

Abstract

This study examines the influence of learning orientation and digital leadership on performance through motivation in junior high school teachers. A quantitative approach was utilized, with a survey conducted among 137 junior high school teachers in Kebumen. Data collection involved a 5-point Likert scale questionnaire. To test the hypotheses, linear regression analysis was employed, incorporating a mediating variable. The data analysis included validity and reliability tests, classical assumption tests, hypothesis testing, correlation analysis, path analysis, and the Sobel test. The SPSS 25.0 for Windows software was used for data processing. The findings reveal that both learning orientation and digital leadership significantly affect motivation. Additionally, learning orientation and digital leadership positively influence performance, and motivation is shown to have a significant impact on performance. However, motivation does not mediate the relationship between learning orientation and performance, nor between digital leadership and performance. The results imply that enhancing learning orientation and digital leadership can directly improve teachers' performance, although interventions focused on motivation alone may not fully bridge the gap between these factors and performance outcomes. These findings suggest the need for targeted strategies to optimize both leadership and motivational factors in educational settings.