The Influence of The Principal's Leadership and School Climate on Teacher Performance In Elementary Schools In Region III Sigli City, Pidie Regency

Abstract

The principal's leadership role and school climate are critical to teacher performance. The leadership of the principal and a good school climate will be able to foster motivation in teachers so that the work done will be more optimal. The purpose of this study is to find out: (1) the influence of the principal's leadership on teacher performance; (2) the effect of school climate on teacher performance; (3) the influence of the principal's leadership and school climate on teacher performance. This study used a quantitative approach with associative research type. Data collection techniques use observation, questionnaires, and documentation. The data analysis techniques used are simple and multiple linear regression analysis by conducting validity tests, reliability tests, normality tests, linearity tests, and hypothesis tests. The results of this study show that: (1) there is a positive and significant influence of the principal's leadership on teacher performance as shown by the value of the correlation coefficient of 0.480 and the coefficient of determination of 0.230 t_(calculate)> t_(table) values of 6.117 > 1.657 the principal's leadership has an influence on teacher performance by 23%; (2) there is a positive and significant influence of school climate on teacher performance as indicated by a correlation coefficient value of 0.411 and a coefficient of determination of 0.169 t_(calculate)> t_(table) value of 5.045 > 1.657 school climate has an influence on teacher performance of 16.9%; (3) There is an influence of the principal's leadership and school climate together on teacher performance which is shown by a correlation coefficient value of 0.533 and a coefficient of determination of 0.284, a significance value of 0.001 < 0.005 and a value of F_(calculate)> F_(table)which is 24.649 > 3.07, the principal's leadership and school climate together have an influence on teacher performance by 28.4%.