The Effect of Psychological Capital, Digital Literacy, and Knowledge Management on Teacher Instructional Quality through Teaching Creativity

Teachers' instructional quality is essential for student, teacher, and school performance. In practice, it needs to overcome various learning problems, such as when learning output experiences a decline or when implementing a new curriculum requires instructional adjustments. Therefore, this research explores teacher instructional quality from psychological capital (PsyCap), digital literacy, and knowledge management perspective with teaching creativity mediation. As part of a quantitative method and survey procedure, 475 junior and high school teachers in Indonesia were given Likert scale questionnaires for this study. The data was analyzed using structural equation modeling (SEM). The results indicated that instructional quality is influenced by PsyCap, digital literacy, and knowledge management, both directly and indirectly, through the promotion of creativity. This discovery affirms that a novel empirical model concerning PsyCap, digital literacy, and knowledge management affects instructional quality via teaching creativity. Before being adopted or modified to enhance teacher instructional quality, the model offers practical implications and theoretical contributions that call for critical and in-depth discussion.