The Influence of Digital Facilities, Digital Literacy, and Work Motivation on the Performance of State Vocational High School Teachers in Kampar Regency

This study examines the influence of digital facilities, digital literacy, and work motivation on the performance of vocational high school teachers in Kampar Regency. Using a quantitative approach with multiple regression analysis, data were collected from 123 teachers through structured questionnaires. The results show that digital facilities significantly affect teacher performance (p = 0.005), while digital literacy and work motivation do not have a significant individual impact (p = 0.066 and 0.090). However, collectively, these three factors significantly influence teacher performance (p = 0.000, F = 10.149). The findings highlight the importance of optimizing digital resources and fostering a supportive work environment to enhance teaching effectiveness in vocational education.