Improve Teacher Performance Research Articles

The Influence Of Physical Environment, Situational Leadership On Performance Through Work Motivation

Human resources are an asset for organizations and agencies, because humans are part of the elements in every organization that can trigger creativity. Without effective human resources, it will be impossible for the organization to achieve its goals.The analysis used to test the research hypothesis uses descriptive analysis and path analysis. The results of this study show that there arethere is a positive influence of the physical environment on work motivation, there is a positive influence of situational leadership on work motivation, there is a positive influence of the physical environment on teacher performance, there is a positive influence of situational leadership on teacher performance, there is a positive influence of work motivation on teacher performance, there is a direct influence of the physical environment on performance through work motivation, there is a direct influence of situational leadership on performance through work motivation.In an effort to improve teacher performance, management ensures that the physical work environment is adequate, and that situational leadership is supportive so that it can increase work motivation.

The Role of Organizational Commitment in Mediating the Influence of Work Motivation on Teacher Performance in State Vocational High Schools in Kendari City

This research analyzes the mediating role of organizational commitment in mediating the influence of work motivation on the performance of state vocational school teachers in Kendari City. Using quantitative methods with an explanatory research approach, this study involved 196 respondents from 7 state vocational schools in Kendari City, selected through purposive sampling. The results show that work motivation positively and significantly affects organizational commitment (path coefficient 0.510, p-value 0.000) and teacher performance (path coefficient 0.486, p-value 0.000). Organizational commitment has a significant effect on teacher performance (path coefficient 0.362, p-value 0.000). Mediation analysis confirms work motivation influences teacher performance through organizational commitment (path coefficient 0.184, p-value 0.000). In conclusion, work motivation is important for increasing a teacher's organizational commitment and improving teacher performance. The Southeast Sulawesi Provincial Government, in this case the education department, is advised to carry out regular monitoring of teacher performance and the effectiveness of training programs that have been implemented. This evaluation is important to ensure that the program meets the needs of teachers and students. It is recommended that further research use longitudinal studies and be carried out by comparing the influence of work motivation in various types of schools (for example, private versus public) or comparing vocational schools versus high schools. to gain greater insight into the dynamics of motivation in the education sector.

The Effect Of Leadership Style, Organizational Climate, And Academic Supervision On The Performance Of State Elementary School Teachers In Sumowono District, Semarang Regency

The purpose of this study is to: 1) determine and analyze the influence of leadership style on teacher performance. 2) determine and analyze the influence of organizational climate on teacher performance. 3) determine and analyze academic supervision on teacher performance. 4) determine and analyze the influence of leadership style, organizational climate, and academic supervision on teacher performance. The research approach used is quantitative. This type of research uses correlational research. The population of this study was 202 teachers and the research sample was 134 teachers. Data collection was carried out using a questionnaire. The data analysis technique used in this study was descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. The results showed that: 1) the correlation between leadership style and teacher performance was 0.938. the influence of leadership style on teacher performance was 88.0%, 2) the correlation between organizational climate and teacher performance was 0.858. the influence of organizational climate on teacher performance is 73.6%, 3) the correlation between academic supervision on teacher performance is 0.798. the influence of academic supervision on teacher performance is 63.8%, 4) the correlation between leadership style, organizational climate, and academic supervision on teacher performance is 0.905. the influence of leadership style, organizational climate, and academic supervision on teacher performance is 90.5%. The conclusion of this study is that leadership style, organizational climate, and academic supervision on teacher performance are 0.905 or 90.5 % . The author suggests that teachers evaluate and develop learning, then teachers can also attend training and seminars in order to improve teacher performance

Pengaruh Evaluasi Kinerja dan Motivasi Kerja Guru Terhadap Mutu Pendidikan di SMA Negeri 1 Bawolato

This study aims to analyze the impact of teacher performance evaluation and work motivation on the quality of education at SMA Negeri 1 Bawolato. The research employs a quantitative method with a multiple linear regression approach. The sample consists of 39 respondents, namely teachers at SMA Negeri 1 Bawolato. Data were collected through validated and reliable questionnaires and processed using SPSS version 26. The results indicate that both performance evaluation (X1) and teacher work motivation (X2) partially have a significant impact on the quality of education (Y). Partial regression tests yielded a t-value of 2.302 for the performance evaluation variable with a significance of 0.027, and a t-value of 2.959 for work motivation with a significance of 0.058. Additionally, both variables simultaneously showed a significant influence on education quality, with an F-value of 26.192, greater than the F table value (3.25), and a significance of 0.000. The determination coefficient (R Square) of 0.593 indicates that 59.3% of the variance in education quality is influenced by performance evaluation and work motivation, while the remaining 40.7% is influenced by other unexamined factors. This suggests that improving teacher performance evaluation and work motivation significantly contributes to enhancing the quality of education at SMA Negeri 1 Bawolato. The study concludes that teacher performance evaluation and work motivation are crucial factors in improving education quality. Therefore, schools are advised to continuously develop effective performance evaluation mechanisms and strategies to enhance teacher motivation to achieve better educational quality.

Change Management Strategy in Improving Teacher Performance in Junior High Schools in Sintang District

The objective of this research is to determine the most effective change management strategies for enhancing the performance of educators in junior high schools throughout the Sintang District. Educational institutions, such as junior high schools, are confronted with the demands of a dynamic work environment, as well as technological and social changes. Interviews, documentation, and observations are employed in this qualitative descriptive research to gather data from school principals and instructors regarding the modifications implemented. The research findings indicate that educators' performance is enhanced by the implementation of a change management strategy that adheres to John P. Kotter's model, which involves three stages: terminating outdated policies, initiating change, and implementing new policies. Classroom management, learning methods, student assessment, and educational vision and mission are among the modifications. The successful implementation of new policies requires the active participation of all members of educational institutions, as well as effective communication and strong leadership. It is the conclusion of this investigation that effective change management strategies not only enhance the performance of educators but also equip schools to confront future educational obstacles.

The Influence of Transformational Leadership Style and Compensation on Teacher Performance through Organizational Commitment as an Intervening Variable

This study aims to determine the influence of transformational leadership style and compensation on teacher performance with organizational commitment as an intervening variable in the Malik Ibrahim Gresik Islamic Foundation Educational Institution. The quantitative approach uses a saturated sampling method, where the entire population is sampled. Data was collected through a questionnaire given to teachers at the institution and then analyzed using path analysis techniques to test the relationship between variables. The results of the study show that transformational leadership style has a significant influence on teacher performance. The better the transformational leadership style implementation, the higher the teachers' performance. On the other hand, compensation does not significantly influence teacher performance, which means that the increase in compensation does not directly impact improving teacher performance. However, through organizational commitment as an intervening variable, it was found that organizational commitment plays an important role in mediating the influence of transformational leadership style on teacher performance. These results show that teacher performance can be improved through transformational leadership and increased organizational commitment. This research provides practical implications for the management of educational institutions, especially in developing transformational leadership styles and strengthening organizational commitment to improve teacher performance.

Kompetensi Manajerial Kepala Sekolah Dalam Mengembangkan Kinerja Guru

This study aims to explore and analyze the contribution of principals' managerial competencies in the development of teacher performance, focusing on five core competencies: personality, managerial, entrepreneurship, supervision, and social, as stipulated by Ministerial Regulation No. 13 of 2007. Using a descriptive method with a qualitative approach, the research was conducted at SMKS Yusuf Abdussatar, Kediri District, West Lombok, by collecting primary data through in-depth interviews, observations, and documentation. The results show that the principal plays a crucial role in planning, organizational development, leadership of teachers and staff, management of facilities and infrastructure, and creating a conducive work culture, all of which significantly contribute to the improvement of teacher performance. This study provides a deep understanding of the importance of managerial competencies in achieving educational goals and offers practical strategies for principals and policymakers to enhance the quality of education through the development of managerial competencies.

Empowering Educational Leadership: The Role of Principal in Enhancing Learning Quality and Teacher Performance

This study analyzes how principal leadership can manage their teaching staff to improve the quality of learning and their performance in schools. This study uses a qualitative approach to the case study type. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis uses the Miles and Huberman interactive model, which consists of data reduction, presentation, and conclusion. The study results indicate that effective principal management involves several main stages, namely planning teacher performance development programs, developing clear strategies, and scheduling integrated with the school's academic calendar. Principals who successfully implement this management can consistently improve teacher performance, which improves the quality of learning in schools. In addition, the principal's provision of rewards and sanctions has proven to be an effective motivator for teachers to continue improving their performance. This study is expected to significantly contribute to the literature on educational management by highlighting the importance of the role of the principal in improving the quality of learning through effective management.

Optimalisasi Manajemen Kinerja Guru dalam Meningkatkan Mutu Pendidikan Islam

Good teacher performance has a positive impact on the quality of learning, as reflected in students' academic achievements. This study aims to analyze the school's efforts to improve teacher performance, identify the challenges faced, and evaluate professional development programs. Using a qualitative method with a phenomenological approach, the research was conducted through observations, interviews, and document studies at Sompokan Seyegan State Elementary School, Yogyakarta. The data processing involved condensation, presentation, and conclusion drawing, while ensuring data validity through triangulation and confirmability. The findings indicate that optimizing teacher performance requires skill adjustment and training to align with the "Merdeka Belajar" curriculum. The principal encourages teachers to participate in workshops and webinars to enhance their performance. However, challenges arise from limited collaboration with other institutions, low participation in training, and reliance on independent resources such as YouTube videos. Misconceptions about the scope of teachers' duties, along with inadequate facilities and infrastructure, also pose challenges to improving the quality of education.

The Effect of Principal Leadership, Ethos, and Work Climate on Educator Performance MAN District of Sumedang

Education is seen as a valuable investment in improving the quality of human resources and building a nation. The research focuses on the MAN Se-Kab district of Sumedang to analyze the leadership of the head of the school, the work ethos, the working climate, and the performance of the educators. Quantitative survey methods are used with data collection using lifts. Data analysis includes validity, reliability, classical assumption tests, double linear regression, and hypothesis tests. Research at MAN Se-Kab district Sumedang found that the leadership of the head of school, the work ethos, and the working climate were rated "Good" (average 4.24, 4.58, and 4.27), as well as the performance of educators. (rata-rata 3,90). Nevertheless, the leadership of the head of the school did not significantly impact the teacher's version (t count -1,035 < 2,012, significance 0,306 > 0,05). On the contrary, the work ethos (2,621, significance 0.042 < 0,05) and the working climate (2,047, signification 0.053 < 0.05) had a significant positive impact. Simultaneously, the three variables influence the performance of educators (f counts 10,890 > f table 4,052, significance 0,045 < 0,05). The determination coefficient of 30.4% suggests that the head of school leadership, work ethos, and work climate variables can explain variations in teacher performance. In comparison, the other 34.8% variations are influenced by external factors such as culture and environment. Research recommendations include improved teacher performance and the role of the head of school in creating a productive working environment. The study provides in-depth insight into education dynamics in the MAN Se-Kab district of Sumedang, providing a basis for improving the quality of educators' performance and leadership.

KINERJA GURU DITINJAU DARI SERVANT LEADERSHIP KEPALA SEKOLAH DAN KOMPETENSI GURU DI SMK PASUNDAN KOTA BANDUNG DAN CIMAHI

This study aims to Influence Servant Leadership and Teacher Competence on Teacher Performance. Each leader has a different leadership style but still plays an important role in leadership. A leader who serves is a leader with integrity, able to delegate tasks to his subordinates and is effectively carried out if the leader can make the right decisions in all conditions and situations. Servant leadership practices can also be implemented in educational institutions. Schools as academic institutions that carry out the education and learning process for students are highly determined by the leadership practices carried out by the principal. This study aims to analyze the influence of the principal's servant leadership and teacher competence on teacher performance in Vocational High Schools (SMK) within the Pasundan Secondary Basic Education Foundation (YPDM) in the Bandung-Cimahi area. The research method used is a quantitative method with a survey approach. The research sample consisted of 117 teachers who were randomly selected from 165 teachers in several vocational schools in the region. Data was collected through questionnaires and analyzed using path analysis, data analysts using the SmartPLS 4 application The results of the study were descriptive to the three variables studied in the "Good" category, while the verifiable analysis showed that the principal's servant leadership and teacher competence significantly had a positive effect on teacher performance, both partially and simultaneously. The implication of this study is the importance of developing the principal's servant leadership and improving teacher competence to improve teacher performance in Vocational High Schools (SMK).

Analysis of the Effectiveness of Professional Development Programs, School Committee Participation, and Government Support on Teacher Performance in East Java

This study examines the influence of government support, professional development programs, and school committee participation on teacher performance in East Java, Indonesia. Using a quantitative approach, data were collected from 230 teachers and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results reveal that government support has the strongest positive effect on teacher performance, followed by professional development programs and school committee participation. Together, these factors explain 57.7% of the variance in teacher performance. The findings highlight the importance of comprehensive strategies to improve teacher performance, emphasizing the need for strong government policies, continuous professional development, and active community involvement. The study provides valuable insights for policymakers and educational leaders seeking to enhance the quality of education through improved teacher performance.

The influence of instructional leadership and work commitment on teacher performance

This research explores the influence of the principal's instructional leadership and teacher work commitment on teacher performance in Vocational High Schools in Padang City. This research aims to measure how much the two variables contribute to the effectiveness of teacher performance. Using descriptive quantitative methods, this research involved 133 teachers as samples. Regression analysis is used to analyze the relationship between variables. The research showed that the principal's instructional leadership contributed 7.8% to improving teacher performance, while work commitment contributed 22.5%. When these two variables were combined, they explained 23.1% of the variability in teacher performance. This research underlines the importance of effective instructional leadership and high work commitment in improving teacher performance. In addition, this research recommends that other factors that influence teacher performance, such as social support and school culture, be further explored in future research. In conclusion, these findings provide important insights for developing educational policies that support the role of principals as instructional leaders and motivate teachers' work commitment, which can ultimately improve overall educational outcomes.

Contribution of Work Discipline, Motivation, Work, and Work Environment to Teacher Performance

The aim of this research is to analyze the contribution of: (1) work discipline to teacher performance; (2) work motivation to teacher performance; (3) work environment to performance; and (4) discipline, work motivation, and work environment simultaneously to teacher performance. The research was carried out at state elementary schools in Rantau Utara District, Labuhanbatu Regency. The research population was 396 teachers, and the research sample was 162 teachers. The sampling technique employed in the study involved the use of Isaac and Michael tables along with probability sampling methods. The results of research on simultaneous performance are 80.51%, 3.74%, and 15.76%, meaning that work discipline is the most dominant factor in influencing teacher performance. Teachers who are disciplined in carrying out their duties, show high commitment, are able to manage their time well, and comply with established rules and procedures. Even though the percentage is small, work motivation is an important factor in improving teacher performance. Teachers who have high work motivation will be encouraged to work more enthusiastically, creatively, and innovatively in teaching. A conducive and supportive work environment can help improve teacher performance by providing adequate facilities and infrastructure, creating a positive work atmosphere, and providing opportunities for teachers to develop themselves professionally. Teachers who demonstrate a high level of work discipline tend to contribute to increased performance in carrying out tasks; teachers who have work motivation tend to contribute positively to increased teacher performance; and a conducive work environment tends to contribute to increased overall teacher performance.

The Role of Participatory Management in Improving Teacher Performance and Student Achievement

This study explores the role of participatory management in fostering collaborative school cultures and its impact on improving teacher performance and student achievement. Collaborative school cultures, characterized by shared decision-making and collective responsibility, are essential for creating environments conducive to professional growth and enhanced learning outcomes. Participatory management, which emphasizes the involvement of teachers and staff in decision-making processes, is a key mechanism for cultivating such cultures. This research examines how participatory management practices influence teacher motivation, job satisfaction, and professional development, ultimately contributing to improved performance in the classroom. Furthermore, it investigates the connection between collaborative cultures and student achievement, exploring how teacher collaboration, professional learning communities, and joint problem-solving enhance instructional quality and student outcomes. Using a mixed-methods approach, data were collected through surveys, interviews, and classroom observations in a sample of schools implementing participatory management strategies. The findings reveal that schools with strong collaborative cultures experience higher levels of teacher engagement, professional commitment, and instructional innovation, which positively impact student academic performance. This study underscores the importance of participatory management as a strategic approach to building collaborative school cultures that support both teacher and student success. The implications of these findings suggest that educational leaders should prioritize inclusive decision-making practices and foster environments where teachers can collaborate, share expertise, and work towards common educational goals. The study concludes with recommendations for policymakers and school administrators to adopt participatory management frameworks as a means to improve overall school performance and create sustainable, high-achieving learning communities.

Educational Management from the Constructivist Perspective to Improve Teaching Performance in Educational Institutions

The objective was to propose an educational management model from the constructivist perspective to improve teacher performance in primary and secondary education institutions. The research was basic, quantitative approach, non-experimental design, cross-sectional and descriptive-propositional in scope. The sample consisted of 92 teachers from an educational institution in Lambayeque, Peru. The results obtained in the surveys place teacher performance at a low level in all its dimensions: preparation for student learning (60.90%); teaching for student learning (70.70%); participation in the management of the school articulated to the community (66.30%); and development of teacher professionalism and identity (64.10%). Similarly, the information obtained regarding the management of the educational institution allows it to be classified as deficient in the four dimensions: organizational, (59.80%); administrative, (57.60%); pedagogical-didactic (60.90%) and community (62.00%). It was concluded that proposing an educational management model from the constructivist perspective will contribute to improving teacher performance in primary and secondary education institutions, which was validated by the criteria of five experts.

Principal Leadership and Teacher Performance Improvement: Findings from a Case Study in Wajo Regency

This study aims to explore the role of the school principal as a teacher leader in enhancing teacher performance at UPTD SDN 360 Anabanua, Maniangpajo District, Wajo Regency. Using a qualitative case study approach, data were collected through in-depth interviews with the school principal and selected teachers, observations, and document analysis. Findings indicate that the school principal plays a pivotal role in enhancing teacher performance by offering continuous motivation, personalized guidance, resource provision, and emotional support. These leadership practices foster a positive work environment, contributing significantly to improved teacher performance and student outcomes. The study underscores the school principal's role as a transformative leader, essential for driving educational quality improvements in elementary schools. The findings suggest that investing in leadership development for school principals could be a key strategy to advance educational excellence

Work Motivation and Principal Supervision Perception

Teachers are a key element in the education system. Other components, such as curriculum, infrastructure, and funding, become meaningless without quality teachers. This study aims to analyze the influence of teachers' work motivation and their perception of school principal supervision on teacher performance at SMPN 1 Bone-Bone. The research employs an ex-post facto design with a population of 49 teachers. All are included as samples (total sampling). Data were collected via a questionnaire covering work motivation, perception of supervision, and teacher performance and analyzed using multiple linear regression. The results show that teachers' work motivation and perception of school principal supervision are in the medium category, with average scores of 90.531 and 71.571, respectively. Teacher performance varies more widely, with an average score of 142.367. Regression analysis indicates a significant influence of work motivation and perception of school principal supervision on teacher performance. These findings highlight the importance of enhancing teachers' work motivation and the quality of school principal supervision to improve teacher performance, suggesting strategies such as professional development, recognition, and support from school principals.

Strategi Pengembangan Kepemimpinan Kepala Sekolah untuk Meningkatkan Kinerja Guru

The aim of this research is to find out how school principals' leadership development strategies can improve teacher performance. This research uses the library research method. The results of this research indicate that the principal's leadership development strategy to improve teacher performance is policy programs created by the principal with the aim of improving teacher performance. The role of the principal in providing motivation, direction and encouragement as well as supervising teacher performance is also a development strategy so as to provide opportunities for teachers to develop their capacity related to teacher performance assessment. Performance must be achieved by teachers in carrying out their duties of teaching, guiding and training students so that teacher performance is important to evaluate. Suggestions for further research are to use this title by highlighting more phenomenal variables.

Pengaruh Kepemimpinan Autentik dan Komitmen Afektif terhadap Kinerja Guru pada MAS Berbasis Pondok Pesantren di Kota Tangerang Selatan

This research aims to examine and analyze the problem as the variable studied, according to the hypothesis being tested, namely: (1) There is a direct influence of the principal's authentic leadership on teacher performance, (2) There is a direct influence of teacher affective commitment on teacher performance, and ( 3) There is a direct influence of the principal's authentic leadership on teacher affective commitment. The research method is a quantitative method and was carried out on Islamic boarding school-based MAS teachers in South Tangerang City, a population of 133 teachers with a research sample of 53 teachers selected by random sampling. The results of this research show: First, there is a positive direct influence of the principal's authentic leadership on teacher performance obtained by the regression equation: = 94,050 + 0,899 X1 path coefficient (р31) = 0.636, so it can be concluded that there is a positive and significant direct influence of the principal's authentic leadership on teacher performance of 40,4%. Second, there is a positive direct influence of teacher affective commitment on teacher performance. The regression equation is obtained: = 105,930 +0,798 X2 of 35,0%, Third, there is a positive direct influence of the principal's authentic leadership on teachers' affective commitment with the regression equation: = 79,280 + 0,586 X1 path coefficient value (р21) = 0.504, it can be concluded that there is a positive and significant direct influence of the principal's authentic leadership on teachers' affective commitment of 25,4%. Based on the findings of this research, it can be used as useful information for teachers, in particular, and all related parties. As an effort to improve teacher performance through the authentic leadership of school principals and increasing better teacher affective commitment.