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1
Muhammad, Abidin, Suriansyah Ahmad, and Noorhapizah. "The Effect of Principal Management Performance and Working Climate on Teacher Performance through Work Motivation of Elementary School Teacher in Awayan District." International Journal of Social Science And Human Research 05, no. 12 (2022): 5341–48. https://doi.org/10.5281/zenodo.7390199.
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Teacher performance is the work accomplished by a teacher in the completion of the specified responsibilities. The purpose of this study was to examine the direct and indirect effects of principal management performance, work climate, and work motivation on the performance of elementary school teachers in the Awayan District. This study is quantitative correlation research. Using proportional random sampling technique, 112 respondents were selected as research samples from the population of 156 teachers. Data is collected by using a questionnaire instrument and it is analyzed by utilizing descriptive analysis, classical assumption test, multiple linear regression analysis and path analysis. The findings of this study indicate that the variable regression value is a positive number, such as the regression coefficient of principal management performance on teacher performance (X1-Y) of 0.583, the regression coefficient of principal management performance on teacher work motivation (X1-Z) of 0.533, the climate regression coefficient of school work on teacher performance (X2-Y) of 0.412, and the regression coefficient of work climate on work motivation (X2-Z) of 0.659. This study concludes that principal management performance, work climate, and motivation have direct and indirect effects on the performance of elementary school teachers in the Awayan District. It is suggested to school principals and teachers to sustain high levels of management performance, climate, and teacher performance. Other researchers may examine other variables that can affect teacher performance.
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Nagera, Jetro James, and Melchor Espiritu. "Needs Analysis of Teachers Development on Selected Public Elementary Schools in Antipolo City: Basis for a Proposed Training Program." Psychology and Education: A Multidisciplinary Journal 28, no. 4 (2024): 323–31. https://doi.org/10.5281/zenodo.14237947.
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This study aimed to determine/analyze the teachers' development in the selected elementary schools in Antipolo City, which served as inputs for a proposed training program during the school year 2024-2025. Regarding the practices in promoting teachers' professional development, the teacher-respondents obtained a composite mean of 3.58, which was verbally interpreted as Very Strongly Agree. Regarding creating conditions for effective professional development, such as opportunities and challenges, the teacher-respondents obtained a composite mean of 3.54 verbally interpreted as Very Strongly Agree. Regarding policy implications, the teacher-respondents obtained a composite mean of 3.59 verbally interpreted as Very Strongly Agree. The Teacher Performance Evaluation for the academic year 2023-2024 is derived from the Individual Performance Commitment and Review Form (IPCRF). It categorized teacher performance into two main groups based on their evaluation scores. The first category, ranging from 4.1 to 5.00, represented "Outstanding" performance, with 143 teachers achieving scores within this range. This group constituted 56.75% of the total evaluated teachers, indicating a predominant presence of outstanding performance. The second category spanned from 3.1 to 4.00, denoting "Very Satisfactory" performance, with 109 teachers falling within this range, accounting for 43.25% of the evaluated teachers. The significant relationship between the level of perception of the teacher-respondents as regards teachers' development and the teachers' performance based on their IPCRF is a key finding of this study. This relationship, which is highly significant, provides valuable insights into the factors influencing teacher performance.
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Heryana, Masduki. "Kepemimpinan Transformasional, Motivasi Kerja Guru Dan Kompetensi Guru Terhadap Kinerja Guru Serta Implikasinya Pada Kompetensi Lulusan." Jurnal Ilmiah Manajemen Kontigensi 3, no. 1 (2015): 44–67. https://doi.org/10.5281/zenodo.3375480.
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<em>The purpose of this study was to analyze the effect of transformational leadership, motivation of teachers and teacher competence on teacher performance and the implications on the competence of senior high school graduates international in West Java Province. The research method </em><em>using</em><em> descriptive survey and explanatory survey methods. The unit of analysis in this study is consists of permanent and non-permanent teachers who </em><em>teaches</em><em> at the school of international standard in 25 regencies / cities </em><em>in</em><em> West Java Province</em><em> that </em><em>consists of 38 </em><em>national </em><em>high schools and four private high</em><em> school</em><em>. Path Analysis</em><em> M</em><em>ethod was used to test the hypothesis.</em> <em>The results can be summarized as follows: 1). Transformational leadership significantly influence the performance of teachers. 2). Motivational leadership is not significant effect on </em><em>teachers </em><em>performance</em><em> </em><em>3). Competence of teachers significantly influence the performance of teachers. 4). Transformational leadership, motivation and competence of teachers simultaneously affect the performance of teachers. 5). Teacher performance indirectly affect the performance of graduates.</em>
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Baslini, Nur Sasongko Rambat, Kristiawan Muhammad, and Walid Ahmad. "Teacher Deliberative Policy on Learning Management in Realizing Teacher's Performance." Education Quarterly Reviews 4, no. 2 (2021): 69–73. https://doi.org/10.31014/aior.1993.04.02.197.
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The purpose of writing this article is to discuss the effect of implementing the subject teacher deliberation policy on the management of English learning in realizing the performance of English teachers in the subject teacher deliberation forum which is under the auspices of the South Sumatra Provincial Education Office. The method of analysis in the discussion of this main topic uses an effectual causal analysis model by reviewing the rational relationship that analyzes the causal relationship between the implementation of subject teacher deliberation policy, English language learning management and the performance of English teachers. The location of the research was carried out in the subject teacher deliberation forum under the auspices of the Education Office of South Sumatra Province with a total of 88 respondents. This discussion shows that the implementation of the subject teacher deliberation policy has no significant effect on the management of English learning and the performance of English teachers. This article concludes that realizing the performance of English teachers can be done by optimizing the implementation of the subject teacher deliberation policy and management of English learning.
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Romlah, Romlah. "Analisis Deskriptif Kinerja Guru." Acman: Accounting and Management Journal 1, no. 1 (2021): 18–24. https://doi.org/10.5281/zenodo.4586915.
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<em>This study aims to analyze the description of teacher performance. It uses descriptive analysis research methods to describe teacher performance, collecting data employing a survey on SMP Negeri teachers in Bandung Regency with the number of respondents as many as 32 teachers. The research result shows that the description of teacher performance is in the excellent category. The implication of the research results recommends that improve teacher performance, it is necessary to hold a school principal management workshop and to consider the aspirations of teachers, which are constructive as the basis for determining policies.</em>
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Ms., J. Josely, and Vandana Devi Mrs. "Relationship Between Teachers Motivation and Students Academic Performance." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2223–31. https://doi.org/10.31142/ijtsrd14422.
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This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher learner interactions for better students academic performance were found to include the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others teacher motivation provides the de sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi "Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: https://www.ijtsrd.com/papers/ijtsrd14422.pdf
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Nurul, Hidayah, Saleh M., and Suhaimi. "The Effect of Principal Academic Supervision, Teacher Self-Efficacy and Teacher Discipline on Teacher Performance at SDN Kecamatan Martapura Kabupaten Banjar." International Journal of Social Science and Human Research 05, no. 06 (2022): 2714–22. https://doi.org/10.5281/zenodo.6778426.
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The purpose of this study is to determine the effect of the principal academic supervision on performance; the principal academic supervision of the teacher work discipline; the teacher self-efficacy of performance; self-efficacy of teachers towards teacher work discipline; teacher work discipline towards performance; academic supervision of the principal through the discipline of the teacher work towards performance; academic supervision of the principal through the discipline of the teacher work towards teacher performance; academic supervision of the principal through work discipline. The research sample was 157 teachers in 25 schools selected by probability simple random selection from a population of 258 teachers scattered across 25 public elementary schools in Martapura District, Banjar Regency, using a quantitative approach to the coronation technique. The The instruments that have been validated for validity and reliability were used to gather data. The research data were analyzed descriptively and path analysis. The results of the study found that the principal's academic supervision has an effect on performance, the principal's academic supervision has an effect on teacher work discipline, self-efficacy (self-efficacy) of teachers has an effect on performance, self-efficacy (self-efficacy) of teachers has an effect on teacher work discipline, teacher work discipline has an effect on performance, discipline is an intermediary the effect of the principal's academic supervision on teacher performance and efficacy self-effifacy of the teacher towards teacher performance.
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Florinda, Tarusha, and Kristo Ema. "New Approaches to Evaluating Teacher Performance." Beder Journal of Educational Sciences Volume 26(1), Special Issue (2023): 144–66. https://doi.org/10.5281/zenodo.8159272.
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<strong>Abstract</strong> In recent years, in the framework of educational reform, the reform of the teaching profession has been undertaken. Education reform has focused on four areas: legal, administrative, curricular, teaching technology and human resources. Human resource reform aims to improve the quality of education sector staff, in particular improving the quality of teachers. The competency-based approach developed within the professional training of teachers has led to a significant modification of the assessment system. Education continues to face issues such as evaluation of teacher performance. The teacher's performance is regulated by a set of legal documents and administrative instructions. In this context, the evaluation of teachers' performance will be discussed in the light of new modalities, which will allow us in this paper to compare and evaluate the complexity of this process. The paper undertakes to answer the research question: New approaches to assessment place teachers in active and professional roles. Is this really happening? Methodology used in the realization of this paper includes reviews of published documents and research on the situation of teacher performance evaluation; interviews and surveys with teachers, principals and education specialists; analysis of professional development and teacher evaluation models in the world in order to identify the most successful models that can be used or adapted in Albania. Objectives of the research paper are as following: to analyze teacher evaluation practices from a comparative perspective; to describe teacher performance evaluation practices, the extent to which these practices promote this process; and to identify the strengths and weaknesses of current practices for evaluating teacher performance as well as the effect of these practices. One of the main findings of the paper is that evaluating teacher performance should take into consideration the fact that teacher effectiveness and developmental needs may change over the years, and this view is conveyed to school leaders that they should be responsible for helping their teachers to grow professionally. School leaders cultivate a performance-focused culture, and this is achieved through the constant observation of teachers. Another finding of the paper is that in teacher evaluations the main emphasis should be placed on improving the quality of teaching, precisely on those evaluation methods that have the potential to improve the quality of teaching. The paper brings recommendations to influence the improvement of the teacher performance evaluation system based on the best experiences.
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Tuasikal, Muhammad Abduh, Lantip Diat Prasojo, and Muhyadi Muhyadi. "Role Of Managerial Principles And Teaching Supervision In Improving Teacher Performance At The Islamic Education Center For Kids." Journal of Social Science (JoSS) 3, no. 1 (2024): 1210–20. http://dx.doi.org/10.57185/joss.v3i1.269.
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The Islamic Educational Center for Kids (IECFK) is an important institution that teaches children about Islam and Al-Qur'an. However, many IECFKs need more competent teachers. Therefore, more research is needed to identify ways to improve teacher performance in IECFKs. This study aims to improve the teaching performance of IECFK teachers by enhancing their managerial principles and teaching supervision. Cluster random sampling was used to gather data and electronic questionnaires were sent to 288 IECFK administrators out of 995 IECFKs in Gunungkidul, Yogyakarta. The questionnaires were filled out to collect research data, which was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study found that both managerial principles and teaching supervision positively and significantly impacted teacher performance. These findings can be used to improve the quality of teacher performance at IECFKs and provide recommendations for improvement. Supervision should focus on continuous teacher development. Future research could explore other variables that affect teacher performance, such as school culture, teacher training, and improving teacher welfare.
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Nita, Kanya, Bima Fathoni Aryo, and Ramdani Zulmi. "Factors affecting teacher performance." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1462–68. https://doi.org/10.11591/ijere.v10i4.21693.
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This study aimed to see whether there is an influence of school principal leadership, organizational culture, and teacher competence on teacher performance. Another aim was to see how much influence these factors have on teacher performance either partially or simultaneously. The research used a quantitative approach with survey methods. Analysis of the data used was multiple regression. Participants involved in the study were 385 teachers in Bandung high school by using proportional stratified random sampling. The results of the study showed that there was a significant influence on the school principal leadership variables, organizational culture, and teacher competence on teacher performance. Statistically the amount of contribution from all independent variables was 68.12%, so the remaining 32.88% was determined by other variables not measured in the study. This research was also useful to find out the factors that can improve teacher performance, so that it is expected to be a theoretical or practical consideration in schools in order to improve the quality of teachers and schools.
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Martin, Andre Anthony. "Exploring the impact of teacher quality on student academic achievement in primary schools." American Journal of Social Sciences and Humanities 8, no. 1 (2023): 35–45. http://dx.doi.org/10.55284/ajssh.v8i1.845.
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There has been debate among scholars, policymakers, and practitioners regarding the effects of teacher quality on students' academic performance. This quantitative descriptive study seeks to determine the impact of teacher quality on students' performance and the relationship between teacher quality and student performance. Student performance was measured using regional assessments in mathematics and language arts. A survey was conducted to collect primary data from teachers, and both sets of data were analyzed using the t-test, ANOVA, and Pearson’s correlation coefficient (r) to test for performance differences and relationships between student performance and teacher quality. The findings revealed no significant differences in the academic performances among students taught by trained and untrained teachers, degree and non-degree teachers, and teachers with varying years of experience and hours of professional development. The interactions of the teacher quality variables had no practical effect on student performance, and there were no significant relationships between student performance and the teacher quality variables of experience and professional development. There are implications for reorganizing or advancing teacher professional development, training, certification and licensing. The study adds to the scarce literature in the region and can guide policy development in teacher workforce planning, retention, and hiring.
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Normaini, Aslamiah, and Sulaiman. "The Effect of Principal Transformational Leadership, Job Satisfaction and Work Motivation on the Performance of Elementary School Teachers in Halong District." International Journal of Social Science and Human Research 05, no. 06 (2022): 2297–306. https://doi.org/10.5281/zenodo.6659499.
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The main key in improving the quality of education is the optimization of human resources, namely teachers. Teacher performance is one of the factors determinant of the success of any educational effort , but there are other factors such as the principal's transformational leadership, job satisfaction and work motivation. Therefore, this study aims to examine the effect of: principal's transformational leadership on teacher performance; satisfaction with teacher performance; motivation on teacher performance; the principal's transformational leadership on job satisfaction, the principal's transformational leadership on work motivation; the principal's transformational leadership on performance through job satisfaction; and principal transformational leadership on teacher performance through work motivation. The population of this study was 180 teachers in 22 schools with a research sample of 124 teachers using proportional random sampling technique. The data in this study was collected using instruments consisting of principals' transformational leadership (30 items), job satisfaction (20 items), work motivation (27 items) which had been tested for validity and reliability. Meanwhile, teacher performance uses teacher documentation. The researchers analyzed the data by using path analysis. The results of the study showed that there was an effect of the principal's transformational leadership on teacher performance, job satisfaction on teacher performance, motivation on teacher performance, principal's transformational leadership on job satisfaction, principal's transformational leadership on work motivation, job satisfaction was an intermediary for the influence of principal's transformational leadership on teacher performance and work motivation is an intermediary of the influence of the principal's transformational leadership on teacher performance.
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Mistiah, Wahyu, and Suhaimi. "Correlation among Principal Transformational Leadership, Interpersonal Communication and Organizational Commitment on Teacher Performance in Public Elementary Schools in Paringin District, Balangan Regency." International Journal of Social Science and Human Research 05, no. 06 (2022): 2236–42. https://doi.org/10.5281/zenodo.6651606.
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This study was conducted to describe the principal's transformational leadership, interpersonal communication, and organizational commitment to determine the direct relationship of the principal's transformational leadership with teacher performance; interpersonal communication with teacher performance; organizational commitment with teacher performance; and the indirect relationship among principals' transformational leadership, organizational commitment and teacher performance; interpersonal communication, organizational commitment with teacher performance. The population in this study was 176 teachers with a sample of 122 teachers using proportional random sampling technique. Data collection was carried out using instruments consisting of transformational leadership of school principals (20 items); interpersonal communication (20 items); organizational commitment (26 items); and teacher performance (20 items). Analysis of this research study data using path analysis. The results of this study indicate that there is a relationship between transformational leadership and teacher performance; interpersonal communication with teacher performance, and organizational commitment with teacher performance and there is a relationship between transformational leadership, organizational commitment with teacher performance, interpersonal communication, organizational commitment with teacher performance at State Elementary Schools in Paringin District, Balangan Regency.
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Kanya, Nita, Aryo Bima Fathoni, and Zulmi Ramdani. "Factors affecting teacher performance." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (2021): 1462. http://dx.doi.org/10.11591/ijere.v10i4.21693.
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<p><span>This study aimed to see whether there is an influence of school principal leadership, organizational culture, and teacher competence on teacher performance. Another aim was to see how much influence these factors have on teacher performance either partially or simultaneously. The research used a quantitative approach with survey methods. Analysis of the data used was multiple regression. Participants involved in the study were 385 teachers in Bandung high school by using proportional stratified random sampling. The results of the study showed that there was a significant influence on the school principal leadership variables, organizational culture, and teacher competence on teacher performance. Statistically the amount of contribution from all independent variables was 68.12%, so the remaining 32.88% was determined by other variables not measured in the study. This research was also useful to find out the factors that can improve teacher performance, so that it is expected to be a theoretical or practical consideration in schools in order to improve the quality of teachers and schools.</span></p>
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NIngsih, Luh Kartika, Komang Linda Sugiantari, and Ni Made Widnyani. "The Influence of Teacher Competency, Teacher Commitment, and Workload on Teacher Performance." Jurnal Manajemen 15, no. 3 (2024): 455–68. http://dx.doi.org/10.32832/jm-uika.v15i3.15063.
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This study aims to determine the effect of teacher competence, teacher commitment, and workload on teacher performance at SMP Negeri 1 Banjar. The population and research sample were 59 teachers. The results of this study indicate that the influence of teacher competence has an effect on teacher performance at SMP Negeri 1 Banjar, with competence possessed by teachers at work being able to help them improve their work results by sharing their knowledge and sharing it among fellow teachers in an effort to achieve goals desired learning. Teacher commitment affects teacher performance at SMP Negeri 1 Banjar with the length of service the teacher has to teach at agencies, a high commitment to agencies, and a feeling of comfort in carrying out work can help these teachers improve their performance. The effect of workload on teacher performance at Banjar 1 Public Middle School is evidenced by the process of assigning teacher workloads, which were given at the beginning of the school year meeting it was determined that at least the teacher had to teach 24 hours a week, with the workload given to the teachers concerned and the responsibilities charged by the teacher can improve the performance it has. The effect of teacher competence, teacher commitment and workload on teacher performance is 78.2%, while other variables influence another 21.8%
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Natan, Azerina Priskila, and Dylmoon Hidayat. "Pengaruh Transformational Leadership, Kepuasan Kerja dan Motivasi Kerja terhadap Kinerja Guru PKBM XYZ dari Sudut Pandang Kristen." Kelola: Jurnal Manajemen Pendidikan 10, no. 2 (2023): 142–54. http://dx.doi.org/10.24246/j.jk.2023.v10.i2.p142-154.
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A teacher's performance can influence the quality of student learning at school. This is because teachers have an important role in the world of education. His words and behavior will be an example for the students he teaches. Students can feel that teachers do not give their best in preparing learning materials, complain easily, or are unable to work together with leaders. There are many factors that can influence teacher performance, namely type of leadership, job satisfaction, and work motivation. Research was conducted to determine whether there is a positive influence between transformational leadership, job satisfaction, and work motivation on teacher performance at PKBM XYZ. This research is quantitative research with 35 respondents using path analysis. The results of this research indicate that (1) transformational leadership has a positive effect on teacher performance, (2) there is little evidence that job satisfaction has a positive effect on teacher performance, (3) work motivation has a positive effect on teacher performance. The teacher performance variable can be explained by the variables transformational leadership, job satisfaction and work motivation by 21%.
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Angriawan Latumanase, Feby. "Pengaruh Motivasi dan Kepuasan Kerja Terhadap Kinerja Guru SMA Negeri 6 Halmahera Utara Maluku Utara." Jurnal Syntax Admiration 4, no. 10 (2023): 1755–74. http://dx.doi.org/10.46799/jsa.v4i10.735.
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Based on the 2022 Teacher Performance Assessment (PKG) as evidenced by the 2022 Teacher Competency Test, it explains that the results of the competency test for teachers, especially high school teachers in North Maluku Province with an average of 44.79, are considered low. SMA Negeri 6 Halmahera Utara as one of the best high schools in North Maluku Province is of course one of the schools that has low teacher performance. Even the students admit that the teachers of SMA Negeri 6 North Halmahera really teach in accordance with their duties and responsibilities, but there are a number of things that do affect teacher performance which are thought to be caused by a lack of motivation and job satisfaction in completing their assignments. The purpose of this study was to determine the effect of motivation and job satisfaction on teacher performance at SMA Negeri 6 Halmahera Utara, North Maluku. The research method that the author uses is the Quantitative Method by using a questionnaire on 30 teachers at SMA Negeri 6 Halmahera Utara, North Maluku. From the results of the study it was found that there is a positive relationship between motivation and teachser performance, job satisfaction and teacher performance.
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Abusama, Muhammad, Murdifin Haming, Baharuddin Latief, and Ariyati Arfah. "Teacher Performance: Evidence from Indonesia." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 8, no. 2 (2017): 188. http://dx.doi.org/10.21013/jmss.v8.n2.p6.
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This study aims to examine and analyze empirically the effect of work motivation, competence and Islamic leadership on job satisfaction and teacher performance. The research was conducted on all teachers at vocational high school (SMK) in South Halmahera district with a sample of 154 teachers as respondents. Data from the questionnaires were analyzed by Structural Equation Models with the AMOS program Ver.20. The results of the study provide evidence of work motivation and no significant negative effect on job satisfaction. High teacher competences give real effect to increase job satisfaction. Islamic Leadership is either not able to provide a significant effect on job satisfaction. High motivation and demonstrated by teachers today significant effect on teachers performance. High competency has a positive influence but not real on teacher performance. Islamic Leadership is good and indicated by the head of school at this time have a positive and significant effect on teachers performance. The low of job satisfaction demonstrated has a negative and significant effect on teacher performance. The effect of Islamic leadership and work motivation through job satisfaction on performance<strong> </strong>teachers is positive but not significant. On the other hand the effect of competence through job satisfaction on teacher’s performance has a negative and significant effect.
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Ratnasari, Sri Langgeng, Rahman Hasibuan, Catur Fatchu Ukhriyawati, et al. "FACTORS AFFECTING TEACHER PERFORMANCE." Proceedings of International Conference on Education 2, no. 1 (2024): 619–30. http://dx.doi.org/10.32672/pice.v2i1.1426.
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The purpose of this research is to determine and analyze the influence of leadership style on teacher performance, the influence of organizational culture on teacher performance, the influence of the work environment on teacher performance, the influence of motivation on teacher performance, and the influence of leadership style, organizational culture, work environment, and motivation on teacher performance. This type of research is quantitative research. The population of this study was all 74 teachers at Maitreyawira Elementary School, Batam. The sampling technique was carried out using the Saturated Sampling technique. Data was obtained using a questionnaire instrument. The research results show that: Leadership style has a positive and significant effect on teacher performance, organizational culture has a positive and significant effect on teacher performance, the work environment has a positive and significant effect on teacher performance, and motivation has a positive and significant effect on teacher performance. Leadership style, organizational culture, work environment, and motivation have a positive and significant effect on teacher performance.
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Laily, Jamilah, Aslamiah, and Ngadimun. "The Correlation among Transformational Leadership, Communication and Work Ethic with Teacher Performance." International Journal of Social Science And Human Research 05, no. 07 (2022): 3022–28. https://doi.org/10.5281/zenodo.6825990.
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Teacher performance is a determining factor in achieving educational goal. Factors affecting teacher performance include teacher competence, lesson planning, learning activities, and learning evaluation. This study aims to analyze the direct and indirect effect of transformational leadership, communication, work ethic on teacher performance. This study used a quantitative approach with correlational techniques. The population in this study were all teachers in 15 elementary schools totaling 175 teachers. The sampling technique used is proportional random sampling. The number of samples was determined based on the Cronbach Alpha formula with 122 people. The data collection instrument used a questionnaire, to test the hypothesis using path analysis. Data was collected using an instrument consisting of transformational leadership (30 items), communication (9 items) and work ethic (46 items), with teacher performance (14 items). The result showed that there was a direct correlation between transformational leadership and communication; transformational leadership with work ethic; transformational leadership with teacher performance; communication with teacher performance; work ethic with teacher performance and indirect correlation of transformational leadership with teacher performance through communication; transformational leadership of teacher performance through work ethic.
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Masruri, H. M. "Pengaruh Kepemimpinan Kepala Sekolah, Kompetensi Guru dan Motivasi Kerja Guru terhadap Budaya Organisasi serta Implikasinya pada Kinerja Guru." Jurnal Ilmiah Manajemen Kontigensi 2, no. 2 (2014): 55–67. https://doi.org/10.5281/zenodo.3375660.
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<em>The purpose of this study was to analyze analyze and assess the effect of school leadership, teacher competence and teacher morivasi of organizational culture and performance of teachers. The research method used is descriptive and verification with a sample of 210 teachers of SMK Negeri. Data were analyzed using analysis techniques Path (Path Analysis).</em> <em>These results indicate that: there is a significant influence of the Leadership Principal of organizational culture influence SMK with the amount of 16,10 percent. Where the principal leadership variables have the greatest influence both. Kemudin significant influence of teacher competence on organizational culture influence SMK magnitude of 3,50 percent. Where the competence variables have the greatest influence. There is a significant influence on the motivation of teachers of organizational culture influence SMK with the amount of 13,70 percent. Where the motivation variable gives the smallest influence. And there is a significant influence on the leadership of the principal, teacher competence and motivation of teachers, the organizational culture SMK, with the magnitude of the effect of 74,30 percent, while the influence of other variables amounting to 25,70 percent. As well as the significant influence of organizational culture SMK on teacher performance with the amount of influence by 79,20 percent, while the influence of other variables amounting to 20.80 percent.</em>
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Desy, Aulia Mariska, Dr. Sudadio M.Pd. Prof., and Hj. Cucu Atikah M.Pd Dr. "The Influence of Academic Supervision on Teacher Performance in Elementary School at Ybksp Bakti Mulya 400 Pondok Indah, Jakarta Selatan." JOURNAL OF ECONOMICS, FINANCE AND MANAGEMENT STUDIES 06, no. 05 (2023): 2238–42. https://doi.org/10.5281/zenodo.7962162.
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The background of this research problem is the problem regarding teacher performance in the YBKSP Bakti Mulya 400 environment, researchers found there were problems around teacher performance. These performance problems include that there are still teachers who are still low in carrying out their responsibilities as educators, there are some teachers who do not properly prepare administration and learning tools such as syllabus, lesson plans, worksheets, learning media from the beginning of the semester, and the need for teacher academic improvement and coaching continuously by the principal through supervision. Based on these findings, the authors are of the view that the performance of teachers who have not been maximized can be seen from the implementation of academic supervision, because they still need guidance in preparing learning programs This study aims to analyze and describe the effect of academic supervision on teacher performance at the 400 Pondok Indah elementary school, South Jakarta. The formulation of the problem in this study is whether there is an effect of academic supervision on teacher performance at Bakti Mulya 400 Pondok Indah elementary school, South Jakarta. Researchers chose Bakti Mulya 400 Pondok Indah, South Jakarta as the research location because academic supervision and teacher performance were not optimal. The method used in this research is ex post facto quantitative method with a total sample of 72 teachers. Data collection was carried out using a questionnaire technique. Hypotheses were formulated and tested using regression analysis using IBM SPSS Statistics 26. The results showed that academic supervision had a strong effect on teacher performance. This is evidenced by knowing the correlation coefficient of 0.554 or 55.4%. Partially, academic supervision has a positive and significant effect on teacher performance. This proves that the better the academic supervision is carried out, the better the performance of teachers at Bakti Mulya 400 Pondok Indah Elementary School, South Jakarta. Academic supervision plays a role in improving the quality of teacher teaching, fostering the growth of the teaching profession, providing facilities that support smooth learning, improving the quality of knowledge, and improving teacher skills.
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Wenni, Meliana, Aslamiah, and Sulaiman. "The Influence of Madrasah Head Transformational Leadership, Teacher Work Discipline, Teacher Work Motivation on Aliyah Madrasah Teacher Performance in Banjarmasin." International Journal of Social Science And Human Research 06, no. 05 (2023): 2840–49. https://doi.org/10.5281/zenodo.7945874.
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This study aims to find out the description of the madrasah head leadership, teacher work discipline, teacher work motivation and teacher performance, as well as analyze the direct and indirect influence of the madrasah head transformational leadership, teacher work discipline, teacher work motivation and teacher performance at Madrasah Aliyah in the City of Banjarmasin. This research uses a quantitative approach with descriptive methods. The study population consisted of 149 PNS teachers and 109 PNS teachers as samples using the Simple Proportionate Random Sampling technique. Data collection instruments using questionnaires and documentation. The questionnaire consists of the transformational leadership of madrasah heads (34), teacher work discipline (15), teacher work motivation (35) who have met the validity and reliability test requirements. While the teacher performance variable is obtained through documentation, namely the results of the standard teacher performance assessment instrument. Data analysis to test the hypothesis using path analysis (path analysis). The results of the study show (1) the description of the transformational leadership of madrasah head is in the very high classification, the work discipline of the teachers is in the very high classification, the work motivation of the teachers is in the very high classification, the performance of the teachers is mostly in the good classification, (2) there is a direct effect: the transformational leadership of the madrasa head on teacher performance; teacher work discipline on teacher performance; teacher's work motivation on teacher performance; the transformational leadership of the madrasa head towards teacher work discipline; madrasah head transformational leadership on teacher work motivation; and (3) there is an indirect effect: the transformational leadership of the madrasa head on teacher performance through teacher work discipline; madrasa head transformational leadership on teacher performance through teacher work motivation. Teacher performance must be further improved by increasing work motivation and work discipline as one of the efforts.
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Jarminto, Aslamiah, and suhartono Eko. "Correlation between Leadership Transformational Head School, Climate Organization, and Teacher Performance through the achievement motivation of private vocational high school teachers in Banjarbaru." International Journal of Social Science and Human Research 05, no. 06 (2022): 2701–7. https://doi.org/10.5281/zenodo.6773471.
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The purpose of this study was to analyze the correlation between the principal transformational leadership, organizational climate, and teacher performance through teacher achievement motivation. This study uses a quantitative approach using path analysis. The sample used in this study were 93 people. The sampling technique used was random sampling. The results of the study concluded (1) There is a significant correlation between the principal transformational leadership variable on teacher performance, (2) There is a significant correlation between the principal transformational leadership variable on the achievement motivation of SMKS teachers in Banjarbaru, (3) There is a significant correlation between the variables School climate on the performance of SMKS teachers in Banjarbaru, (4) There is a significant correlation between the variables of school climate on the achievement motivation of SMKS teachers in Banjarbaru, (5) There is a significant correlation between the variables of achievement motivation on the performance of SMKS teachers in Banjarbaru, (6) There is a There is an indirect correlation between the principal transformational leadership on teacher performance through teacher achievement motivation, (7) There is an indirect correlation between school climate and teacher performance through teacher achievement motivation.
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Anggraeni, Novita. "Efforts to Improve Teacher Performance: A Theoretical Review." Eduvest - Journal Of Universal Studies 1, no. 7 (2021): 596–602. http://dx.doi.org/10.36418/edv.v1i7.98.
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This article describes about improving teacher performance from the point of view of teacher performance. The writing of this article uses descriptive analytical methods by reviewing the literature on teacher performance theory. Based on this study four conclusions were found: (a) Teachers are one component of education that play an important role in the success of education, teachers are expected to be able to play the role of ideal teachers. (b) Improving teacher performance is one way to improve the quality of education. (c) Teacher performance is the teacher's perception of teacher's work performance related to the quality of work, responsibility, honesty, cooperation and work results. (d) Several factors that influence teacher performance include: (1) the principal's leadership role, (2) personal relationships between peers, (3) teacher-controlled competencies, (4) good training and development of Teacher Resources (HR). Teachers have an important role as a determinant of the success of a quality learning process. Therefore, efforts are needed to improve teacher performance to know their roles and functions so that educational goals can be achieved.
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Anggraeni, Novita. "Efforts to Improve Teacher Performance: A Theoretical Review." Eduvest - Journal of Universal Studies 1, no. 7 (2021): 596–602. http://dx.doi.org/10.59188/eduvest.v1i7.98.
Full textAbstract:
This article describes about improving teacher performance from the point of view of teacher performance. The writing of this article uses descriptive analytical methods by reviewing the literature on teacher performance theory. Based on this study four conclusions were found: (a) Teachers are one component of education that play an important role in the success of education, teachers are expected to be able to play the role of ideal teachers. (b) Improving teacher performance is one way to improve the quality of education. (c) Teacher performance is the teacher's perception of teacher's work performance related to the quality of work, responsibility, honesty, cooperation and work results. (d) Several factors that influence teacher performance include: (1) the principal's leadership role, (2) personal relationships between peers, (3) teacher-controlled competencies, (4) good training and development of Teacher Resources (HR). Teachers have an important role as a determinant of the success of a quality learning process. Therefore, efforts are needed to improve teacher performance to know their roles and functions so that educational goals can be achieved.
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Yosefina, Vila, Triatmanto Boge, and Gatot Sumarsono Tanto. "Effect of Organizational Environment and Work Motivation on Teacher Performance Through Work Discipline in Malang City." JOURNAL OF ECONOMICS, FINANCE AND MANAGEMENT STUDIES 5, no. 09 (2022): 2741–48. https://doi.org/10.5281/zenodo.7109993.
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This study has at least five aims. Such as describing the organizational environment, work motivation of teachers' performance, and work discipline. Also, analyzing the effect of organizational environment and work motivation on work discipline. Third, examining the effect of organizational environment and work motivation on teacher performance. Fourth, discovering the effect of work discipline on teacher performance, and analyzing the influence of the organizational environment. Fifth, examining the work motivation of teacher performance through work discipline in Malang City. The population in this study were teachers in Malang City, which amounted to 87 teachers. The object sample of the research is 87 teachers by using a census. The data analysis technique used path analysis. The results of the analysis show that the organizational environment and work motivation have an effect on work discipline. The organizational environment and work motivation affect teacher performance. Employee work discipline has an effect on teacher performance. The organizational environment and work motivation affect teacher performance through work discipline.
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Ridwan, Muhammad, Sitti Rizki Mulyani, Rio Andhika Putra, Neni Sri Wayuni Ningsih, and Vicky Brama Kumbara. "Study on teacher performance determinants." JPPI (Jurnal Penelitian Pendidikan Indonesia) 8, no. 3 (2022): 604. http://dx.doi.org/10.29210/020221851.
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The objective of this research was to see how salary, leadership support, and work-life balance affected teacher effectiveness. The non-probability sampling approach was applied, as well as a purposive sampling strategy. A total of 150 instructors from Padang City, West Sumatra, were employed in this study. SEM and AMOS 24.0 software were utilized in this study's analysis. Compensation has a considerable impact on teacher performance, according to the findings. Teachers' salary has a huge impact on their work-life balance. Support from leaders has a huge impact on teachers' work-life balance. Support from leaders has a substantial impact on teacher performance. Teachers' performance is unaffected by work-life balance. Compensation and leader support have a significant effect on teacher performance, compensation and leader support have a significant effect on work-life balance, and work-life balance has no significant effect on teacher performance, according to the results of this study. Various disputes and challenges will occur as a result of striking a balance between the "work" and "non-work" domains, which must be addressed by persons with families. Work-life balance cannot increase an employee's effectiveness at work. Employees that are able to manage their work and personal life may not necessarily perform better.
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Rizal, Kurniawan, Andjarwati Tri, and Ketut Raka Ardiana Dewa. "The Influence of Transformational Leadership, Organizational Culture and Achievement Motivation on Teacher Performance Moderized By Commitment at Smkn 7 Surabaya." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 3, no. 07 (2024): 925–35. https://doi.org/10.5281/zenodo.12787626.
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Teacher performance is a crucial element in the world of education and is a determining factor in the level of quality of education, especially in formal environments such as schools, where student success is very dependent on the teaching and learning process led by the teacher. The quality of teacher performance has a significant impact on educational outcomes because they interact directly with students during the learning process. Therefore, more attention is given to developing quality teachers to support their performance. This research aims to analyze the influence of transformational leadership, organizational culture and achievement motivation on teacher performance, moderated by organizational commitment. The population in this research was 100 teachers who worked at SMKN 7 Surabaya as a permanent teacher. Then get 100 samples through a saturated sampling technique. Hypothesis testing in this research was carried out using a Structural Equation Model (SEM) based on the Partial Least Square (PLS) approach. Based on the analysis of 6 hypotheses, it was found that 5 hypotheses were accepted, and 1 hypothesis was rejected. The results of this research say that transformational leadership (X1) partially has a significant positive effect on teacher performance (Y). Organizational culture (X2) partially has a significant positive effect on teacher performance (Y). Achievement motivation (X3) partially has a significant positive effect on teacher performance (Y). The moderation of organizational commitment on the influence of transformational leadership and teacher performance produces a significant negative influence. Meanwhile, the moderation of organizational commitment on the influence of organizational culture and teacher performance produces an insignificant effect. Then the moderation of organizational commitment on the influence of achievement motivation and teacher performance produces a significant positive influence.
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Beg, Sabrin, Anne Fitzpatrick, and Adrienne M. Lucas. "Gender Bias in Assessments of Teacher Performance." AEA Papers and Proceedings 111 (May 1, 2021): 190–95. http://dx.doi.org/10.1257/pandp.20211126.
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To measure whether principals exhibit gender bias when assessing teacher effectiveness, we compare principals' subjective evaluations against teachers' self-evaluations and objective effectiveness in Ghanaian primary schools. Female and male teachers rate themselves equivalently. Principals are 11 percentage points less likely to rate a female teacher as "more effective," but female teachers are objectively more effective based on student learning. Principals assess the least effective male teacher as more effective than the objectively most effective female teacher. We corroborate results with a survey experiment showing similar gender bias. This bias against female teachers has implications for promotion and student learning.
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Prihono, Eko Wahyunanto, Wisnu Budi Waluyo, Fitria Lapele, Heri Retnawati, and Caly Setiawan. "Analyzing Madrasah Teacher Performance Assessment in Underdeveloped Areas: A Phenomenological Study in Maluku Province." Indonesian Journal of Islamic Education Studies (IJIES) 6, no. 1 (2023): 1–16. http://dx.doi.org/10.33367/ijies.v6i1.3494.
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Teacher performance assessment is a system designed to determine teachers' capacity to perform their duties by assessing the competence of skills demonstrated in their performance. Analyzing the madrasah teacher' performance assessment in underdeveloped areas of Indonesia is challenging. This study aimed to decipher the experience of assessing the performance of madrasah teachers in underdeveloped regions of Indonesia. It was a qualitative study with a phenomenological approach conducted in Maluku Province. Purposive sampling was used to select samples, including the head of the Islamic Education Department of the Ministry of Religious Affairs of the Regency, the madrasah principals, and teachers assessed for their performance. The data was gathered through interviews and analyzed using an interactive model. The findings revealed five significant problems with the madrasah teacher performances in underdeveloped areas: compliance with teacher performance assessment (TPA) guidelines, implementation, natural conditions, costs, and transportation.
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Hasbi Sjamsir, Usfandi Haryaka,. "Factors Influencing Teachers’ Performance in Junior High School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (2021): 2058–71. http://dx.doi.org/10.17762/turcomat.v12i6.4810.
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The study aims to determine whether work motivation affects teacher performance, discipline influences teacher performance, and teacher interpersonal communication affects teacher performance. Also, this research explores the prominent factors that influence teacher performance. This research was conducted at Samarinda Middle School with a sample of 60 randomly selected teachers from six Junior High Schools in Samarinda. The data were collected using a questionnaire, followed by interviews with five teacher representatives from each school. Furthermore, the data were analyzed by path analysis. The findings indicate that: (1) work motivation had a direct positive effect on teacher performance, (2) work discipline had a direct positive influence on teacher performance, (3) teacher interpersonal communication had a direct effect on teacher performance, and (4) the most dominant influential factor on teacher performance was teachers’ interpersonal communication.
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Dwi, Murti Yadi, Yudanto, Hartanto Amri, et al. "The Influence of Work Culture, Work Motivation, and Educational Supervision on PJOK Teacher Performance during the Covid-19 Pandemic." International Journal of Multidisciplinary Research and Analysis 05, no. 03 (2022): 598–605. https://doi.org/10.5281/zenodo.6330545.
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The research objectives are to determine: (1) the influence of work culture on teacher performance; (2) the effect of work motivation on teacher performance; (3) the effect of educational supervision on teacher performance; and (4) the influence of work culture, work motivation, and educational supervision on the performance of PJOK teachers. This type of research is ex post facto. The population is PJOK teachers in SMA Negeri in Bantul Regency totaling 48 teachers, with a total sampling technique. The instrument uses a questionnaire via google forms. The data analysis technique is multiple regression analysis. The results showed that: (1) there was a significant influence between work cultures on the performance of PJOK teachers. (2) There is a significant influence between work motivations on the performance of PJOK teachers. (3) There is a significant effect between supervision on the performance of PJOK teachers. (4) There is a significant influence between work culture, work motivation, and educational supervision on teacher performance. The conclusion is that work culture, work motivation, and educational supervision have an effect on teacher performance.
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Khairiah, Khairiah, Zuraida Zuraida, and Heru Fahlevi. "The Effect of Financial Compensation, Performance Assessment, and Competencies on the Performance of High School Teachers." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (2023): 2114–25. http://dx.doi.org/10.35445/alishlah.v15i2.2742.
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This study aims to examine the effect of financial compensation, performance appraisal, and competence on the performance of senior high school teachers in Banda Aceh City. The research was conducted in a senior high school in Banda Aceh City. The population of this study was 30 high school seniors consisting of 19 senior high schools, 6 vocational high schools, 3 state madrasah aliyah, and 2 integrated dayah. This study uses a mixed method. The research data was obtained by distributing questionnaires and interviews. The data is then analyzed quantitatively and qualitatively. The results of the study showed that 1) The results of quantitative calculations, financial compensation and teacher competence jointly affect teacher performance, but performance appraisal does not affect the performance of senior high school teachers in Banda Aceh City. Partially, there is an effect of financial compensation and teacher competence on the performance of high school teachers in Banda Aceh City. However, there is no effect of performance appraisal on the performance of senior high school teachers in Banda Aceh City. 2) Qualitatively, the results of interviews with principals showed financial compensation and teacher competence. Meanwhile, teacher performance appraisal only affects teacher performance if there is feedback and supervision from the principal. According to school principals, other factors that influence teacher performance are internal and external factors, namely the motivation and character of teachers, which are supported by the leadership and work environment.
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Rasmi, Rasmi, Mahlia Muis, and Maat Pono. "The Impact of Compensation, Work Environment, and Commitment towards Job Satisfaction on Private High School Teachers Performance in Makassar City." Hasanuddin Journal of Applied Business and Entrepreneurship 3, no. 1 (2020): 82–100. http://dx.doi.org/10.26487/hjabe.v3i1.299.
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This paper aims to determine and analyze the impact of compensation, work environment, and organizational commitment towards job satisfaction on the performance of private high school teachers in the city of Makassar. The method used in this research is Descriptive Analysis method using path analysis regression. The population in this study were private high school teachers in the city of Makassar. The sample in this study was 88 teachers. Data collection using a questionnaire, while for testing the hypothesis using a simultaneous test and partial test and Path Analysis. The results of this study indicated that first, compensation has a positive and significant impact on job satisfaction. Second, the work environment has a positive and significant impact on job satisfaction. Third, organizational commitment has a positive and significant impact on job satisfaction. Fourth, compensation has a positive and significant impact on teacher performance. Fifth, the Work Environment has a positive and significant impact on teacher performance. Sixth, Organizational Commitment has a positive and significant impact on teacher performance. Seventh, Job Satisfaction has a positive and significant impact on teacher performance. Eighth, Compensation affects the performance of teachers who are mediated by job satisfaction. Ninth, Work Environment affects teacher performances that mediated by job satisfaction. And Tenth, Organizational Commitment influences teacher performance through job satisfaction.
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Maisinur, Elza, and Undang Rosidin. "Teacher Perceptions: Principal Leadership, Teacher Discipline and Their Influence on Teacher Performance." Journal of Advanced Islamic Educational Management 2, no. 2 (2022): 45–54. http://dx.doi.org/10.24042/jaiem.v2i2.15950.
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The purpose of this study is to determine the impact of madrasah principal leadership and discipline on teacher performance at Baitul Muslim Integrated Islamic Elementary School Way Jepara, Lampung Timur, Indonesia. Correlational research design is used to test the strength or weakness of the relationship between perceptions of principal leadership, and teacher work discipline, with teacher performance. this research is a population study. The research data were collected using questionnaires and documentation methods. The research data were analyzed using the descriptive quantitative analysis method with the calculation of Pearson correlation (product-moment) with the help of SPSS version 21. The results of the study show that there is a positive and significant influence between teachers' perceptions of the leadership of principals and teacher performance at Baitul Muslim Integrated Islamic Elementary School Way Jepara, Lampung Timur, Indonesia,. There is a positive and significant influence between work discipline and teacher performance at Baitul Muslim Integrated Islamic Elementary School Way Jepara, Lampung Timur, Indonesia. The achievement or improvement of teacher performance is largely determined by teachers' perceptions of the principal's leadership and work discipline. The results of the analysis show that discipline is one of the factors originating from internal teachers that support the improvement of teacher performance. Good discipline will have a maximum impact and encourage teachers to maximize their performance.
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Soelistya, Djoko, Rahmat Agus Santoso, Wulandari Wulandari, and Selamet Selamet. "The Influence of Transformational Leadership Style and Teacher Performance Through Organizational Commitment As A Mediation Variable." JURNAL BISNIS STRATEGI 33, no. 1 (2024): 10–18. http://dx.doi.org/10.14710/jbs.33.1.10-18.
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A good education is obtained from the quality of good teachers. And the success of education is largely determined by the performance of teachers, both teacher performance in learning planning, teacher performance in the implementation of learning, teacher performance in learning evaluation, teacher performance in the task discipline, as well as the activeness of teachers in teaching in the classroom. Research methods using data collection techniques used in this study is a questionnaire or questionnaire method. The population in the study were teachers , which amounted to 75 people. The results of this study have 7 conclusions. First, transformational leadership directly affects teacher performance. Second, Transformational Leadership directly affects organizational commitment. Third, competence directly affects organizational commitment. Fourth, competence has no direct effect on Teacher Performance. Fifth, organizational commitment has no direct effect on Teacher Performance. Sixth, Transformational Leadership directly affects the performance of teachers without going through organizational commitment as mediation. Seventh, compensation directly affects the performance of teachers through organizational commitment as mediation
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Map, Jurnalmap, Muhammad Syamsul Anam, and Indra Prasetyo. "PENGARUH PELATIHAN PENINGKATAN KOMPETENSI DAN MOTIVASI TERHADAP KINERJA GURU SMKN 4 BOJONEGORO." MAP (Jurnal Manajemen dan Administrasi Publik) 2, no. 01 (2019): 61–72. http://dx.doi.org/10.37504/map.v2i01.171.
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ABSTRACT
 This study aims to analyze the description and influence of both the training on improving competence, motivation and performance of teachers at SMK Negeri 4 Bojonegoro. The population in this study were all teachers of SMK Negeri 4 Bojonegoro who teached assignments at the time the research was conducted. The total population is 66 people. The sampling technique used was census sampling. The sampling census in this study was all members who became the study sample. The samples in this study were 66 SMK Negeri 4 Bojonegoro teachers. The data analysis technique used in this study is In this study, the analysis technique used was simple linear regression. The results of the data analysis showed an increase in competence, teacher motivation and the performance of Bojonegoro Vocational High School 4 teachers in good categories. The training to improve the competency and motivation of teachers together significantly increased the performance of the teachers of SMK 4 Bojonegoro. The training to increase the competence and motivation of each teacher partially pushed significantly towards the performance of teachers in Bojonegoro 4 Vocational High School. Among the training on increasing competency and motivation of teachers who have a dominant influence on teacher performance at Bojonegoro 4 Vocational School is teacher motivation.
 
 Keywords: training in increasing competence, motivation, performance
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Cittra Juniarni, Anwar Sa’dullah, Ahmad Luviadi, Devi Pramitha, and Nikma. "Principal's Strategy in Improving Teacher Performance." Jurnal Prajaiswara 3, no. 1 (2022): 39–50. http://dx.doi.org/10.55351/jp.v3i1.41.
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Introduction/Main Objectives: This study aims to determine the principal's strategy for improving teacher performance and the supporting and inhibiting factors of principals in improving teacher performance in educational institutions. Background Problems: There are several indicators of problems that are usually found in several educational institutions, such as the irregularity in collecting lesson plans (RPP) in carrying out the teaching and learning process, and there are still teachers who are not disciplined both in punctuality in coming and in opening learning and ending learning. Novelty: Principal strategy concept in improving teacher performance in educational institutions. Research Methods: The type of research used is field research (Field Research), so the researcher uses qualitative methods in which the data is in the form of words (not numbers) derived from data collection techniques, namely interviews, observation, and documentation. Finding/Results: The data analysis technique used is data reduction, data presentation, and conclusion drawing. Conclusion: The results showed that the principal's strategy for improving teacher performance was by 1) coaching teacher performance in the form of teachers attending seminars and training, 2) supervising or supervising performance in the form of class visits every week and once a month, 3) fostering the discipline of education staff by supervising the presence of the teacher directly, 4) providing motivation 5) award. Supporting factors for principals in improving teacher performance are 1) completeness of facilities and infrastructure and 2) enthusiasm or enthusiasm of teachers to improve their performance in teaching. The inhibiting factors are 1) lack of discipline of teachers, and 2) lack of mastery of materials and references, causing teachers to be less mature in teaching preparation.
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Cittra Juniarni, Anwar Sa’dullah, Ahmad Luviadi, Devi Pramitha, and Nikma. "Principal's Strategy in Improving Teacher Performance." Jurnal Prajaiswara 3, no. 1 (2022): 39–50. http://dx.doi.org/10.55351/prajaiswara.v3i1.41.
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Introduction/Main Objectives: This study aims to determine the principal's strategy for improving teacher performance and the supporting and inhibiting factors of principals in improving teacher performance in educational institutions. Background Problems: There are several indicators of problems that are usually found in several educational institutions, such as the irregularity in collecting lesson plans (RPP) in carrying out the teaching and learning process, and there are still teachers who are not disciplined both in punctuality in coming and in opening learning and ending learning. Novelty: Principal strategy concept in improving teacher performance in educational institutions. Research Methods: The type of research used is field research (Field Research), so the researcher uses qualitative methods in which the data is in the form of words (not numbers) derived from data collection techniques, namely interviews, observation, and documentation. Finding/Results: The data analysis technique used is data reduction, data presentation, and conclusion drawing. Conclusion: The results showed that the principal's strategy for improving teacher performance was by 1) coaching teacher performance in the form of teachers attending seminars and training, 2) supervising or supervising performance in the form of class visits every week and once a month, 3) fostering the discipline of education staff by supervising the presence of the teacher directly, 4) providing motivation 5) award. Supporting factors for principals in improving teacher performance are 1) completeness of facilities and infrastructure and 2) enthusiasm or enthusiasm of teachers to improve their performance in teaching. The inhibiting factors are 1) lack of discipline of teachers, and 2) lack of mastery of materials and references, causing teachers to be less mature in teaching preparation.
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Djohan, Achmadi, Suryadi, and Sari Eliana. "The Influence of Principal Servant Leadership, Work Motivation, and Work Environment on the Performance of Elementary School Teachers in Lampung Utara District." International Journal of Social Science And Human Research 06, no. 01 (2023): 184–93. https://doi.org/10.5281/zenodo.7524618.
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This study examines the influence of Servant Leadership, work motivation, and work environment on the performance of elementary school teachers in North Lampung District. This research was conducted on all elementary school teachers in North Lampung District, Indonesia using a survey method with path analysis applied in hypothesis testing. One hundred one hundred and eighty five samples were randomly selected using the Slovin formula. The results show that servant leadership has a direct effect on teacher work motivation. The work environment has a direct effect on the development of teacher work motivation. Servant leadership has a direct effect on teacher performance. The work environment has a direct effect on teacher performance. Work motivation has a direct effect on teacher performance. Servant leadership has a direct effect on the work environment. Servant leadership has an indirect effect on performance through teacher work motivation. The work environment has an indirect effect on performance through the teacher's work motivation. The hypothetical model for improving the performance of public elementary school teachers is influenced by servant leadership, work motivation and work environment.
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Mardalena, Mardalena, Sarinah Sarinah, Ade Taufan, et al. "Transformational Leadership on Teachers' Performance Mediated by Teacher Satisfaction." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 6, no. 1 (2024): 67–88. http://dx.doi.org/10.37680/scaffolding.v6i1.4314.
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This study aims to determine the effect of transformational leadership on teacher performance mediated by teacher satisfaction on Tahfidzil Quran Lebay Yasin Boarding School. A quantitative approach and explanatory research will be used in this research. Primary data comes from questionnaires of variables, while secondary data comes from school data, textbooks, and journals. The population were 41. The sample was used through non-probability sampling purposive sampling, were 41. The data analysis techniques used SEM PLS by SmartPLS 3. The results of this study indicate that there was significant direct effect of transformational leadership on teacher performance t-statistic 2.444 > 1.96 p-value 0.015 or (p < 0.05), transformational leadership on teacher satisfaction t- statistic 10.319 > 1.96 p-value 0.00 or (p < 0.05), teacher satisfaction on teacher performance t-statistic t-statistic 21.404 > 1.96 p-value 0.00 or (p < 0.05), The result also discovered that there was significant indirect effect of transformational leadership on teacher performance mediated by teacher satisfaction t-statistic 8.232 > 1.96 p-value 0.00 or (p < 0.05). So, the school leader was recommended to empower and develop peer relationships in order to achieve teacher performance effectively.
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Achmad, Zainie, Aslamiah, and Muhyani Rizalie Ahmad. "The Relationship of Emotional Intelligence, Organizational Climate, and Interpersonal Communication to the Performance of Elementary School Teachers in Simpur District, Hulu Sungai Selatan Regency." International Journal of Social Science And Human Research 06, no. 03 (2023): 1955–62. https://doi.org/10.5281/zenodo.7787868.
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This study aims to analyze the direct and indirect relationship of emotional intelligence, organizational climate, and interpersonal communication to the performance of primary school teachers in Simpur District, South Hulu Sungai Regency. The method used in this study is quantitative research method. The population of this study was 188 teachers. The sample of this study was 127 teachers with the Proportional Random Sampling technique. Data collection instruments are questionnaires consisting of emotional intelligence (39), organizational climate (36), and interpersonal communication (35) that have met the requirements of validity and reliability tests. Teacher performance data is taken from PKG. Data analysis to test hypotheses using path analysis. The results of this study are that there are a direct relationship emotional intelligence with teacher performance, organizational climate with teacher performance, interpersonal communication with teacher performance, emotional intelligence with interpersonal communication, organizational climate with interpersonal communication, and indirect relationships of emotional intelligence through interpersonal communication with teacher performance and organizational climate through interpersonal communication with teacher performance
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Suyono, Joko, Yusuf Siswanto, Arasy Alimudin, and Damarsari Ratnasahara Elisabeth. "Work Environment and Compensation on Teacher Performance." IJEBD (International Journal of Entrepreneurship and Business Development) 6, no. 2 (2023): 224–33. http://dx.doi.org/10.29138/ijebd.v6i2.2178.
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Purpose: This research was conducted at SMA (Senior High School) and SMK (Vocational High School) Kawung 2 Surabaya with the aim of analyzing the influence of the work environment on teacher performance, analyzing the effect of compensation on teacher performance, and analyzing the effect of work professionalism on teacher performance, analyzing the influence of work environment mediated by work professionalism on teacher performance, analyzing the effect of compensation mediated by work professionalism on teacher performance.
 Design/methodology/approach: The population of this study were teachers of SMA and SMK Kawung 2 Surabaya with a total of 52 teachers. Data analysis using multiple linear regression using SPSS software.
 Findings: The results showed that work environment has a significant effect on teacher performance, compensation has a significant effect on teacher performance, work professionalism has a significant effect on teacher performance, work professionalism is able to mediate the effect of work environment on teacher performance, and work professionalism is able to mediate the effect of compensation on performance teacher.
 Paper type: Research paper
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Nelly, Yulianti Butar Butar, Bross Noverdi, and Sunu Kanto Dwi. "What Drives Teaching Performance at School? The Determinants of School Teacher Performance." Journal of Economics and Business 3, no. 4 (2020): 1624–30. https://doi.org/10.31014/aior.1992.03.04.308.
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This study aims to analyze the factors that affect teacher performance with organizational commitment as a mediation between professional commitment and job satisfaction to teacher performance. In the realization of the achievement of target student scores based on the results of the National Examination for the 2016/2017 academic year to 2018/2019 academic year for the Djakarta Christian Schools Association in South Jakarta. The problem has been identified that the lack of attention from the school is an impact on teacher performance. The unilateral policies given to the teacher have become tiring pressure on the teacher and have an impact on the lack of desire for creativity in improving student learning outcomes as seen in the results of students' final exam scores. This study uses Professional Commitment and Job Satisfaction as independent variables, Teacher Performance as the dependent variable, and Organizational Commitment as a moderating variable. This study used 29 teachers as respondents and used SPSS software in processing and analyzing data. This research results that Job Satisfaction affects Organizational Commitment, Job Satisfaction affects Teacher Performance, Organizational Commitment affects Teacher Performance, Professional Commitment affects Organizational Commitment and Professional Commitment affects Teacher Performance. Job Satisfaction indirectly affects Teacher Performance through Organizational Commitment, and Professional Commitment indirectly affects Teacher Performance through Organizational Commitment.
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Jumi, Puspitasari, Sulaiman, and Saleh M. "The Effect of Principal Supervision on Teacher Performance through Work Discipline and Work Motivation of Elementary School Teachers in Batumandi Sub District." International Journal of Social Science and Human Research 05, no. 06 (2022): 2681–87. https://doi.org/10.5281/zenodo.6773388.
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Performance is the achievement of teachers in carrying out their duties based on the criteria and standards that have been set. Performance issues are very important to pay attention to because they are related to the organization’s continuity. Performance is related to the principal's supervision, discipline, and motivation. This study uses a quantitative approach with a descriptive method that focuses on the presentation of data in the form of numbers using statistics. The population in this study were all SDN teachers in Batumandi district, with as many as 160 teachers. The research sample was 115 people chosen by proportional random sampling determined by Cronbach's Alpha. Data was collected using instruments consisting of principal supervision (24 items), work discipline (30 items), work motivation (26 items), and teacher performance (51 items) which have been tested for validity and reliability. The research data were analyzed using path analysis. The results of the study found that the principal's supervision had a direct Effect on teacher performance, work discipline had a direct Effect on teacher performance, work motivation had a direct Effect on teacher performance, and principal's supervision had a direct Effect on teacher work discipline, principal's supervision had a direct Effect on teacher performance, principal supervision has an indirect effect on teacher performance through teacher work discipline, and principal supervision has an indirect effect on teacher performance through teacher work motivation.
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Vina, Rahmadiana, Made Putrawan I, and Miarsyah Mieke. "BIOLOGICAL TEACHERS' JOB PERFORMANCE BASED ON LEADERSHIP AND TRUST." International Journal of Engineering Technologies and Management Research 6, no. 5 (2019): 181–87. https://doi.org/10.5281/zenodo.3240284.
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The purpose of this study research is to know effect of leadership and trust in teacher performance in Public High Schools in DKI Jakarta. This research was conducted using survey methods with quantitative approaches and path analysis techniques (path analysis). The population of this study was 111 teachers. Research sample selected as many as 91 teachers using the simple random sampling technique. The data were obtained through questionnaires and analyzed using path techniques. Based on the results of data analysis in the research wet can be concluded: first, teacher leadership has a direct effect on significant performance. Second, trust has a direct effect on significant performance. Third, teacher leadership has a direct effect on significant trust. Fourth, teacher leadership has a direct effect on performance through teachers leadership and trust.
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Maesaroh, Siti, Farida Yuliaty, Dety Mulyanti, Sedarmayanti Sedarmayanti, and Vip Paramarta. "Pengaruh Kepemimpinan Kepala Sekolah dan Kompetensi Guru terhadap Kinerja Guru melalui Motivasi Guru." Journal on Education 6, no. 4 (2024): 18297–305. http://dx.doi.org/10.31004/joe.v6i4.5755.
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The performance of teachers plays a vital role in shaping the standards of education and the prospects of future generations. This research reveals a comprehensive analysis of the impact of School Principal leadership and teacher competence on teacher performance through teacher motivation in Kindergarten schools in the Cilengkrang Sub-District, Bandung Regency. The research methodology involves both descriptive and inferential methods, with 46 teachers participating as samples. Data were analyzed using Smart PLS4 software with path analysis. The main findings indicate that School Principal leadership significantly influences teacher performance, while teacher competence does not have a significant effect on teacher performance. Additionally, there is no significant influence between School Principal leadership and teacher competence on teacher motivation, as well as teacher motivation on teacher performance. Teacher motivation also does not act as a mediator between School Principal leadership and teacher competence on teacher performance. Furthermore, School Principal leadership, teacher competence, and teacher motivation collectively have a significant impact on teacher performance. The implications of these findings can assist in improving educational management and empowering teachers in early childhood education environments.
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Nolin, Mary Jo, and Elizabeth Farris. "Research Reports: Teachers' Perspectives on Teacher Performance Evaluations." Kappa Delta Pi Record 31, no. 2 (1995): 60–65. http://dx.doi.org/10.1080/00228958.1995.10531902.
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Wibowo, AM. "The Religion Teachers Performance at Aliya Madrasa after their Completing Training Program in Province of West Nusa Tenggara." Analisa 20, no. 2 (2013): 245. http://dx.doi.org/10.18784/analisa.v20i2.180.
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<p><em>Thi</em><em>s research aims to evaluated the religions teachers performance at Aliya Madrasa after attending training functional programs which managed by Balai Diklat Keagamaan on province of West Nusa Tenggara. This research important to do to seeing the change of religion teacher performance on Aliya Madrasa whether increase or decrease after attending training functional program. By using analysis of context, input, process, product (CIPP) this study had 4 findings, there are: (1) In pedagogic competency, personality, social and professional, the performances of religion teachers in Aliya Madrasa after attending training functional programs were include into fairly category. However in competition achivement the religion teacher is under expectation. (2) Performance of the religion teacher in Aliya Madrasa after attending training functional programs give positive impact on students achievement. 3) The facilities of school like management, regulation and commitment of principal of Aliya Madrasa give positive impact to teacher performance, whereas support facilities in Aliya Madrasa is not support the increasing of religion teacher performance. (4) The Religion teachers performance after participated training functional programs gave positive impact to other teachers.</em></p>