The Effect of Digital Self-Efficacy and Artificial Intelligence on Teachers’ Adaptive Work Behavior, with Work Engagement as a Mediating Variable, in Public High Schools throughout Subang District, West Java

Abstract

This research examines the influence of Digital Self-Efficacy and Artificial Intelligence on teachers' Adaptive Work Behavior, with Work Engagement as a mediating variable, among public senior high school teachers in Subang District, West Java. The research aims to analyze the direct and indirect effects of these variables and to test the mediating role of Work Engagement.  A quantitative approach was applied using a survey method among public senior high school teachers in Subang District, West Java. Data were analyzed using Structural Equation Modeling to test the relationships among variables. The results indicate that Digital Self-Efficacy significantly enhances teachers’ readiness to adopt digital technologies and strengthens adaptive work behavior. Artificial Intelligence also contributes to improving teaching effectiveness and adaptability in digital learning environments. Furthermore, Work Engagement plays a mediating role in strengthening the relationship between both Digital Self-Efficacy and Artificial Intelligence toward Adaptive Work Behavior. The findings highlight that psychological factors and technological integration jointly shape teachers’ adaptive capacity in responding to educational transformation. This study provides theoretical and practical implications for improving digital readiness and teacher performance in the era of digital education transformation.