The Impact of Teacher Instructional Competence on Service-Learning Outcomes in Primary Schools of Tonekabon: The Mediating Role of Resilience and the Moderating Role of Teacher Age

This study aimed to examine the impact of teacher instructional competence on service-learning outcomes in elementary schools in Tonekabon, with the mediating role of resilience and the moderating role of teacher age. The research employed a descriptive-survey design with an applied objective. The statistical population consisted of all primary school teachers in Tonekabon County, from which a sample of 384 participants was selected using simple random sampling based on Krejcie and Morgan’s table. Data were collected through three validated instruments: the Service-Learning Outcomes Questionnaire (10 items), the Teacher Instructional Competence Scale (4 items), and the Resilience Questionnaire (7 items), each rated on a 5-point Likert scale. Cronbach’s alpha coefficients confirmed the reliability of all instruments (α = 0.806 to 0.941). Descriptive statistics were used to describe the sample, and Structural Equation Modeling (SEM) using Smart PLS was applied to test the hypotheses. The Kolmogorov-Smirnov test confirmed the normal distribution of data before path analysis. The results demonstrated that teacher instructional competence had a significant positive direct effect on service-learning outcomes (β = 0.231, t = 5.133) and resilience (β = 0.518, t = 12.988). Resilience, in turn, positively predicted service-learning outcomes (β = 0.267, t = 5.447), confirming its mediating role. A partial mediation was identified, with both direct and indirect effects being significant (total effect = 0.370). The interaction effect of teacher age was also statistically confirmed, though weak (β = 0.028, t = 0.511), indicating a minor moderating role. Instructional competence and resilience jointly influence service-learning effectiveness in primary education. Resilience serves as a critical psychological mechanism linking pedagogical skill to student-centered outcomes.