The Influence of Teacher Professional Attitude, Welfare, Continuous Self-Development, and Job Satisfaction on High School Teachers Performance

Abstract

This study aims to determine the influence of teacher professional attitude, teacher welfare, teacher continuous self-development, and teacher job satisfaction on the performance of vocational high school teachers. This quantitative research used a correlational type. The sample of this research encompassed 155 vocational high school teachers, especially business and management teachers in Surakarta Residency, Central Java, Indonesia. The data were collected using a questionnaire which was tested for validity and reliability before being used. This research employed the Structural Equation Modelling analysis technique operated by Linear Structural Relationship. This study found that the teacher's professional attitude affected teacher welfare (t-count 5.27), but did not affect teacher continuous self-development (t-count 1.14), teacher job satisfaction (t-count -0.29), and teacher performance (t-count 0.55). Teacher welfare was confirmed to affect teacher continuous self-development (t-count of 2.94) and job satisfaction (t-count of 2.38), but not influence teacher performance (t-count -0.59). However, teacher continuous self-development was proven not to impact teacher job satisfaction (t-count value of 0.21) but impacted teacher performance (t-count value of 2.40). Meanwhile, job satisfaction had no impact on teacher performance (the t-count value of 1.53). The findings of this study can be used by policymakers to pay attention to improving teacher performance to the maximum and further researchers can examine other factors affecting teacher performance. Keywords: continuous self-development, job satisfaction, professional attitude, teacher performance, teacher welfare, vocational high school