THE RELATIONSHIP BETWEEN TEACHERS' DIGITAL LITERACY AND SCHOOL ORGANIZATIONAL CULTURE WITH THE ACCEPTANCE OF LEARNING TECHNOLOGY AT SMP NEGERI 1 SIAK

Abstract

Digital transformation in schools requires teachers to be prepared to integrate learning technology effectively. Although the technological infrastructure at SMP Negeri 1 Siak is adequate, the level of utilization by teachers is still relatively low. This study aims to analyze the relationship between teachers' digital literacy and school organizational culture with the acceptance of learning technology. The approach used is quantitative correlational, with a sample of 32 active teachers at SMP Negeri 1 Siak. Data were collected through a Likert scale questionnaire and analyzed using multiple linear regression to test the relationship between variables, both partially and simultaneously. The results of the study indicate that there is a significant partial relationship between teachers' digital literacy and the acceptance of learning technology. Conversely, school organizational culture does not show a significant partial relationship. However, simultaneously, there is a significant relationship between teachers' digital literacy and school organizational culture with the acceptance of learning technology. Thus, the acceptance of learning technology has a strong relationship with teachers' digital literacy, supported by a conducive school organizational culture. Therefore, enhancing teachers' digital literacy and strengthening a collaborative and open organizational culture toward innovation are strategic steps in supporting digital transformation in the educational environment.