An Analysis of The Relationship Between E-Supervision, Digital Literacy, and Teacher Performance in Online Learning in The Era of Education 5.0
DOI:
https://doi.org/10.38073/pelita.v4i2.6119Keywords:
E-Supervision, Digital Literacy, Teacher Performance, Online Learning, Education 5.0Abstract
Rapid digital advancement following COVID-19 requires teachers to continuously upgrade their technological skills to deliver effective learning. Digital literacy such as the ability to create, share, collaborate, and use digital tools responsibly, has become an essential 21st-century competency that contributes significantly to teacher performance. Instructional supervision has similarly evolved into e-supervision, a digital tool supporting real-time feedback and collaborative reflection, which prior studies link to improved teacher performance. This study examined how e-supervision and digital literacy jointly influence the performance of high school teachers in online learning, using a quantitative analytical design. A sample of 193 teachers was randomly selected from a population of 373 who had experienced e-supervision. Data were collected via questionnaire and analyzed through simple and multiple linear regression in SPSS. Results confirmed that e-supervision (sig.=0.000), digital literacy (sig.=0.000), and their combined effect (sig.=0.000) each significantly and positively influenced teacher performance. These findings highlight that strengthening both digital supervision practices and teachers' digital competency is essential to improving the quality of online instruction in the Education 5.0 era.
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