THE ROLE OF TEACHER COMPETENCY IN MEDIATING THE INFLUENCE OF WORKSHOP AND ACADEMIC SUPERVISION ON STATE HIGH SCHOOL TEACHER PERFORMANCE IN ACEH PROVINCE

Abstract

The research examines the workshops and academic supervision influence on teacher competency as well as the implications for teacher performance at State High Schools in Aceh Province. The sample size was the same as the population namely 233 respondents, and it used the proportionate stratified random sampling technique to pick them up. Data were processed through a special onesample t-test to prove the hypothesis through descriptive analysis, SEM-AMOS specifically to prove the hypothesis through direct effect path verification analysis, and a special Sobel calculator to prove the hypothesis through indirect effect path Sobel test analysis. The results prove that the descriptive hypothesis proposed states that it has worked well for all research variables. Furthermore, the workshop and academic supervision influence teacher competency and teacher performance, showing that the better the workshop and academic supervision, the better the teacher competency and teacher performance will be. The mediation test produces teacher competency plays a role as a partial mediator on the workshop and academic supervision influence teacher performance. Partial mediation proves that workshop and academic supervision can influence teacher performance directly, or through the mediator, namely teacher competency. These findings explain that the teacher performance model in State High School in Aceh Province is a function of increasing the quantity and quality of workshops and strengthening academic supervision for working teachers.