Abstract:
Digital literacy among teachers remains a critical issue in mathematics education, particularly in supporting effective teaching practices in technology-enhanced learning environments. This study aimed to examine the structural relationships among teachers’ digital literacy, mathematics self-concept, and teacher competence. A quantitative explanatory survey design was employed, involving 40 high school mathematics teachers from Subang and Ciamis Regencies, West Java, Indonesia. Participants were selected using purposive cluster sampling through local Mathematics Teachers’ Working Groups (MGMP). Data were collected through an online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The findings indicate that teachers’ digital literacy has a positive and significant effect on mathematics self-concept (β = 0.570, p < 0.001) and teacher competence (β = 0.566, p < 0.001). In contrast, mathematics self-concept does not have a significant direct effect on teacher competence (β = 0.130, p = 0.411). The structural model explains 32.4% of the variance in mathematics self-concept and 42.1% of the variance in teacher competence, indicating moderate explanatory power. These results suggest that digital literacy plays a central role in shaping both teachers’ confidence in mathematics and their professional competence. The study highlights the importance of strengthening teachers’ digital literacy through continuous professional development and technology-integrated pedagogical training. Future research should involve larger and more diverse samples to enhance the generalizability of the findings.
