The Effect of Technology Use, Teachers’ Digital Competence, and Communication Strategies on the Image of Public Elementary School
DOI:
https://doi.org/10.37680/scaffolding.v8i2.10612Keywords:
School Image, Teacher’s Digital Competence, Technology Utilization, Public Elementary Schools, Communication StrategiesAbstract
This study aims to analyze the influence of technology use, teachers’ digital competencies, and communication strategies on the image of public elementary schools, both partially and simultaneously. The study employed a quantitative approach with an explanatory design and was conducted at six public elementary schools in Wiyung District, Surabaya. The entire population of 133 teachers was included as respondents through a census or total sampling method. Data were collected using a structured questionnaire with a 1-to-4 Likert scale and were analyzed using descriptive statistics, regression assumption tests, multiple linear regression, t-tests, F-tests, the coefficient of determination, and standardized beta coefficients. The results indicate that technology utilization, teachers’ digital competencies, and communication strategies each have a positive and significant effect on school image, with significance levels below 0.001. Communication strategies emerged as the variable with the strongest relative influence, based on a Standardized Beta value of 0.537. Collectively, all three variables significantly influence school image, with an F-value of 177.575 and an R-squared of 0.805. These findings indicate that school image develops through the integrated use of technology, the digital competencies of human resources, and purposefully managed communication strategies, while also providing empirical evidence through the integration of these three variables into a single model to explain the image of public elementary schools.
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