Beyond Technical Skills: Linking Teacher Self-Efficacy to Job Satisfaction via Sustainable Digital Practice

Abstract

The transition from emergency remote teaching to sustainable digital integration remains a critical challenge in developing countries. This study investigates how teacher self-efficacy and digital literacy influence the sustainability of online teaching practices and their subsequent impact on job satisfaction in the context of Indonesia’s ongoing digital transformation. Utilizing a quantitative cross-sectional survey design, data were collected from 118 Indonesian educators and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that psychological resilience (teacher self-efficacy) is a stronger predictor of practice sustainability than technical skills (digital literacy). Furthermore, the sustainability of online teaching practice serves as a crucial mediator that bridges teacher competencies and job satisfaction. These findings offer vital insights for policymakers, suggesting that institutional support must go beyond hardware investment to prioritize fostering teacher self-belief and creating a supportive ecosystem. This approach is essential to ensure long-term digital adoption and ensure professional well-being in the post-pandemic era.