Digital Literacy and Teacher Innovative Behavior: The Mediating Role of Psychological Empowerment
Abstract
This study aims to examine the effect of digital literacy on teacher innovative behavior, with psychological empowerment as a mediating variable. A quantitative approach with a survey design was employed. The participants consisted of 178 teachers from private junior high schools in the Eastern region of Bogor Regency, Indonesia, selected using multistage random sampling. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that digital literacy has a positive and significant effect on both psychological empowerment and teacher innovative behavior, although its direct effect on innovative behavior is relatively small. Psychological empowerment has a strong and significant effect on innovative behavior and serves as a partial mediator in the relationship between digital literacy and innovative behavior. These findings suggest that digital literacy contributes to teacher innovation not only directly but also indirectly through psychological empowerment. The study highlights the importance of integrating digital competence and psychological factors in promoting innovative behavior among teachers. The findings provide both theoretical and practical implications for improving teacher innovation in the context of digital education.