The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research.

Introduction: This study seeks to examine the relationships among principal instructional leadership (PIL), teacher self-efficacy (TSE), and teacher performance (TP) within the Indonesian educational setting, specifically in schools implementing the Merdeka Belajar curriculum.Methods: Employing a quantitative approach utilizing Partial Least Square Structural Equation Modeling (PLS-SEM), this research involved a sample of 127 productive teachers randomly selected from 247 teachers. Surveys were administered to measure perceptions of PIL, TSE, and TP, and relevant literature was reviewed to provide theoretical frameworks and research hypotheses.Results: The findings reveal significant direct relationships between PIL and both TSE (0.721) and TP (0.598), indicating that strong instructional leadership positively influences teachers’ self-efficacy and performance. Moreover, TSE is found to directly impact TP (0.358), suggesting that teachers’ beliefs in their capabilities play a crucial role in their instructional practices and outcomes. TSE is also identified as a significant mediator in the relationship between PIL and TP (0.258), highlighting the importance of fostering teachers’ self-efficacy to enhance their performance indirectly through instructional leadership.Discussion: This research underscores the crucial significance of instructional leadership in influencing school culture, which ultimately affects teacher confidence and facilitates teacher performance. By understanding the mechanisms through which PIL impacts TSE and TP, educational leaders can implement strategies to foster a supportive environment that empowers teachers.