Teacher Performance And Educational Technology On School Quality: A Moderation Analysis Of Parental Involvement – A Case Study At Sekolah Sinar Kasih, Tajurhalang, Bogor

Abstract

This thesis investigates how teacher performance and educational technology shape school quality, and whether parental involvement strengthens those relationships, in a case study at Sekolah Sinar Kasih, Tajurhalang, Bogor. The study methodology is a quantitative–descriptive design with supporting qualitative inputs (brief observations and interviews) to capture the school’s empirical context. Data were collected via a structured Likert-scale questionnaire (1–5) distributed to students’ parents/guardians through Google Forms, with items derived from validated indicators for teacher performance (X1), technology use (X2), parental role (M), and educational quality (Y). The research questions and objectives focus on estimating the direct effects of X1 and X2 on Y and testing the moderating effect of M on both relationships. Multiple linear regressions show that teacher performance has a positive, significant association with educational quality (β = 0.166, p = 0.015; R² = 0.18). Technology use also exhibits a positive, significant association with educational quality (β = 0.184, p = 0.010; R² = 0.21). When parental role is entered as a moderator, the interaction terms are statistically non-significant for both teacher performance (β_interaction = −0.059, p = 0.228; R² = 0.27) and technology use (β_interaction = −0.041, p = 0.334; R² = 0.26). The results indicate that parental involvement does not amplify or dampen these direct effects. Findings suggest that efforts to improve school quality in this context will benefit most from strengthening teacher professional practice and consolidating the technology-enabled learning ecosystem. While parental engagement remains valuable on its own merits, it does not statistically moderate the pathways from teacher performance or technology use to perceived quality in this setting.