Achievement Motivation as a Mediator: Linking Clinical Supervision, Digital Literacy and Professional Competence to Teacher Performance

This study investigates the determinants of teacher performance, focusing on clinical supervision, professional competence, and digital literacy, with achievement motivation serving as the primary mediating factor. In the context of developing areas, pinpointing these determinants is crucial for the advancement of educational institutions. A quantitative survey approach was employed, involving 350 junior high school educators in Lebak Regency, Indonesia, selected through proportional random sampling to ensure representative data. A validated questionnaire was used for data collection and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The findings demonstrated robust reliability within the measurement model (CR 0.86 - 0.94) and affirmed convergent validity (AVE > 0.50). The structural model exhibited a satisfactory fit (SRMR = 0.067) and strong predictive relevance (Q2 = 0.482). Statistical outcomes reveal clinical supervision as the dominant predictor (β = 0.279, p < 0.01), followed by professional competence (β = 0.230, p < 0.01) and digital literacy (β = 0.187, p < 0.01). Notably, achievement motivation serves as a crucial mediator linking these exogenous variables to teacher performance, contributing to 23.7% of the indirect effect. The model accounts for 67.3% (R2 = 0.673) of the variance in teacher performance. Consequently, stakeholders are urged to prioritize improved supervision, extensive digital training, and continuous professional development to stimulate teachers' intrinsic drive and effectiveness, thereby raising regional education quality