Improve Teacher Performance Research Articles

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.

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.

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.

Implementasi Kepemimpinan Transformasional di Sekolah Dasar Negeri 07 Simpuruik

This research aims to explain the Implementation of Transformational Leadership at State Elementary School 07 Simpuruik. This research uses qualitative methods with data collection techniques through observation and interviews which involve collecting information and data from various sources found in related educational institutions, the results of research carried out in the field are added. with relevant sources, articles, related notes and also includes journals related to the topic you want to complete. Leadership in educational institutions is one of the determinants of educational success and the achievement of educational goals in these institutions. Transformational leadership plays a very important role in the process of improving teacher performance, where this is proven by a leader who has a high transformational attitude, this leader will provide a positive example to employees. Especially in the implementation of e-performance management, teachers and school principals are required to be able and understand the flow of performance management well.

Social self-awareness training program to improve teacher performance

Social self-awareness training program to improve teacher performance

Leadership of the Principal as Supervisor in Improving Teacher Performance at SMPN 10 Mataram

Leadership of the Principal as Supervisor in Improving Teacher Performance at SMPN 10 Mataram

Pengaruh Kompetensi Manajerial Kepala Sekolah terhadap Kinerja Guru di SMP Islam Al-Ulum Terpadu Medan

This research aims to determine the influence of the managerial competence of school principals at Al-Ulum Integrated Islamic Middle School in Medan. This research uses a quantitative approach with descriptive methods using a questionnaire as a data collection instrument. The population in this study was 30 teachers, so the sample size in this study was 30 teachers, because the population was less than 100, based on Suharsimi Arikunto opinion, the entire population was used (population study). The main data collection technique uses a 5 Likert scale answer choice form. Data is analyzed using simple linear regression to test the research hypothesis. Based on the data processing carried out statistical testing resulted in Ho being rejected and Ha being accepted, which explains that there is an influence of the principal's managerial competence on teacher performance. This is obtained from the result of the Pearson correlation test which shows that the value is 0.512 > tubel 0.361 and the results of the simple linear regression test produce contribution Y’ = 100.242 + 0.322 X, so the results of this test explain that there is a correlation between the managerial comptence of school principals and teacher performance.apart from that, tests are carried out T-test which produced a t-count of 3.157 > t-table, namely 2.048, with a significance value of 0.004 < 5% (0.05). The results in the ANOVA table also support the acceptance of Ha, where the sig. 0.004 < alpha value or 0.05. So, the hypothesis simultaneously proves that there is a significant influence between the managerial competence of school principals on teacher performance. Calculation of the coefficient of determination shows that the principal's managerial competency variable is able to explain the student learning achievement variable by 26,2%. Meanwhile, the remaining 73.8% is explained by other variables not studied. From the results of these calculations, it can be concluded that there is an influence between the principal's managerial competence on teacher performance at Al-Ulum Terpadu Islamic Middle School, Medan. This influence can be seen from the school principal in making a defined plan, making decisions, organizing the resources they have, and carrying out evaluations to improve teacher performance.

Leaving No One Behind- Teacher Peer Mentoring Before and After the Pandemics: A Mixed-Methods Systematic Review of Spanish and English Literature

<p style="text-align:justify">This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.</p>

Manajemen Strategi Dalam Upaya Peningkatan Kinerja Guru Melalui Supervisi Akademik

The existence of an educational institution lies in the quality of human resources created by the institution. This study focuses on the strategic management role of school principals to improve the quality of Human Resources (HR) management in an effort to improve teacher performance through academic supervision. This research uses the Systematic Literature Review (SLR) method where researchers review and identify journals in a structured and analyzable manner which is carried out in depth from scientific literature according to the research topic with the aim of increasing understanding regarding the research topic used. As for the literature used to strengthen the results of the analysis, researchers succeeded in identifying 30 articles or journals indexed by Sinta and several others found on Google Scholar related to strategic management in efforts to improve teacher performance through academic supervision carried out by school principals. Thus, from the 30 articles it could be filtered and 8 articles were found that were suitable, and the other 22 articles were excluded. Because this research focuses on strategic management in an effort to improve teacher performance through academic supervision. The results obtained are able to determine the role of the school principal in improving teacher performance through academic supervision.

Reflective practice as an object of change to improve teaching performance

Reflective practice as an object of change to improve teaching performance

The Role Of Human Resource Management In Improving Teacher Performance In The Independent Learning Curriculum

The focus of this research is the role of human resource management in improving teacher performance in Cibeber District, Cilegon City in terms of implementing management functions in the Independent Learning Curriculum. This research uses a qualitative approach, data collection techniques through observation, interviews and documentation, data analysis techniques used are data reduction, data presentation and drawing conclusions. The results of the research show that the role of Human Resource Management in improving teacher performance in Cibeber District , Cilegon City, namely by planning, organizing, directing and supervising, can be said to be quite good. First, planning by conducting a needs analysis and providing understanding regarding the The Independent Learning Curriculum and learning tools that must be prepared by teachers. Second, organizing by placing and dividing tasks according to abilities and educational background. Third, direction is carried out by providing direction and guidance regarding the tasks and responsibilities given as well as providing motivation in the form of giving awards for teacher performance achievements. Fourth, supervision is carried out by the school principal through class visits and supervisors from the Education Management Unit. The implications of the research results suggest that elementary schools provide training to teacher councils regarding learning media so that the communication and educational interaction process between teachers and students can take place appropriately, try to increase the availability of facilities and infrastructure for the smoothness and success of the learning process, and work together to improve each other. teacher performance, both from school principals, education staff, teaching staff (teachers), and school supervisors within the Education Management Unit and it is hoped that everything that has been achieved can be improved.

Teachers’ Professional Development and Job Performance in Public Secondary Schools of Kicukiro District, Rwanda

The professional development and performance of teachers in Kicukiro District are very important to ensuring quality education. Despite the responsibilities outlined in the Teachers' Act, including attendance at classes, lesson planning, and student assessment, the report found that there are gaps, particularly in relation to absenteeism and planning. These problems are a threat to student achievement and school performance and show a great need for research and strategies to improve teacher performance. The aim of this study is to examine previous implementations of professional development programs, assess their impact on teaching skills, teaching methods, and subject knowledge, and identify potential barriers to their effective implementation. Through a descriptive correlational research design, primary data were collected through questionnaires, and secondary data were collected through document analysis by selecting 15 principals and 435 teachers. Data analysis included descriptive statistics, correlation, and analysis using SPSS version 22.0. The correlation analysis of the variables showed a significant relationship between the different factors. For example, there is a significant positive relationship between teacher training and effective teaching practices (r = 0.611, p < 0.01), students’ performance (r = 0.940, p < 0.01), and teacher professional growth (r = 0.890, p < 0.01). Likewise, undergraduate and short courses are positively correlated with effective teaching (r = 0.598, p < 0.01), student performance (r = 0.552, p < 0.01), and teacher professional growth (r = 0.550, p < 0.01). Continuing professional development (CPD) has a significant positive relationship with effective teaching practices (r = 0.732, p < 0.01), student engagement (r = 0.431, p < 0.01), and teacher professional growth (r = 0.469, p < 0.01). In addition, seminars were positively correlated with effective teaching methods (r = 0.255, p < 0.01), student performance (r = 0.496, p < 0.01), and teacher professional growth (r = 0.521, p < 0.01). These results indicate that these training and development activities are associated with improved teaching practices, student outcomes, and teacher professional growth. Finally, the research highlighted the importance of CPD for teachers and their job satisfaction. The research recommended that the government should invest in supporting teachers and schools in providing the training and resources that are needed for teacher development, hence the performance.