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Unlocking Teacher Professional Performance: Exploring Teaching Creativity in Transmitting Digital Literacy, Grit, and Instructional Quality

“…It means that digital literacy is a reasonable proclivity for teachers to have to improve their professional performance. These findings are consistent with and confirm the results of previous studies, which suggest that digital literacy has a significant relationship with teachers' professional performance [4,5,[42][43][44][45][46]. Consequently, teachers need to increase their digital literacy to have greater opportunities to improve their professional performance.…”

“…Therefore, when teachers have an adequate (high) level of digital literacy, including digital competence, usage, and transformation, it can drive their professional performance. Several prior studies also indicated that digital literacy is related to teachers' professional performance [4,5,[42][43][44][45][46]. Therefore, we can propose the first hypothesis (H): H1: Digital literacy directly relates to teachers' professional performance.…”

“…This phenomenon must urgently be investigated, primarily through the perspectives of digital literacy, grit, instructional quality, and teaching creativity. The results of recent research show that teachers' professional performance is influenced by digital literacy [4,5], grit [6,7], instructional quality [8], and teaching creativity [9,10]. Other studies show that teaching creativity, as well as influencing teachers' professional performance, is also influenced by digital literacy [11,12], grit [13,14], and instructional quality [15].…”