Kepuasan Kerja Dan Kinerja Guru Agama Hindu Pada Sd Negeri Se-Kecamatan Kuta Selatan, Kabupaten Badung

Julianingsih, L. Eka M; Paramartha, Wayan

doi:10.32795/ds.v9i2.144

“…Teachers' self-efficacy in some countries can differ according to their cultural orientation (Vieluf & Göbel, 2019), self-efficacy measurements must be modified to a specific country's culture. Previous research has shown that teacher self-efficacy affects teacher job satisfaction (Klassen et al, 2018), and teacher job satisfaction affects teacher performance (Damrus, 2018;Julianingsih & Paramartha, 2018). Another study showed that job satisfaction affects the performance of junior high school teachers in Sekayu (Widayati et al, 2020).…”

Section: Teacher Empowermentmentioning

confidence: 98%

The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment

Muttaqin,

Tursina,

Sudrajat

et al. 2023

F1000Res

1

0

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Background: Teacher commitment and performance are important factors contributing to student achievement and the quality of education. Therefore, it is critical to draw attention to this issue by identifying factors that influence these two variables. Methods: A survey, consisted of 34 closed-ended questions, was used. The total sample comprised 2,203 teachers, including 832 men and 1,371 women. Data analysis was performed using partial least squares (PLS) structural equation modeling (SEM). Model measurement employed indicator loading, convergent and discriminant validity, Cronbach's testing, composite reliability and average variance extracted (AVE) for internal consistency. Structural model measurement employed coefficient determination (R2), effect size (F2), variant inflation factor (VIF), predictive relevance (Q2) and path analysis measures. Results: The results of the study reveal that academic supervision has a significant positive effect on commitment (β; 0.085, t-statistics; 3.792 and p-value 0.000), academic supervision also affects teacher performance (β; 0.096, t-statistics; 4.416 and p-value 0.000), managerial competence affects teacher commitment (β; 0.195, t-statistics; 8.046 and p-value 0.000), managerial competence also affects teacher performance (β; 0.149, t-statistics; 6.561 and p-value 0.000), organizational commitment affects teacher performance (β; 0.163, t-statistics; 7.263 and p-value 0.000), teacher empowerment affects teacher commitment (β; 0.489, t-statistics; 22.601 and p-value 0.000), and teacher empowerment affects teacher performance (β; 0.489, t-statistics; 22.601 and p-value 0.000). Academic supervision affects teacher commitment mediating by teacher performance (β; 0.014, t-statistics; 3.178 and p-value of 0.001). Managerial competence affects teacher commitment with teacher performance mediation (β; 0.032, t-statistics; 5.588 and p-value 0.000), and teacher empowerment affects teacher commitment with teacher performance mediation (β; 0.080, t-statistics; 7.050 and p-value 0.000). Conclusion: Academic supervision, managerial competence, and teacher empowerment significantly positively affect teacher performance directly and through teacher performance as mediating variable. Teacher empowerment is the most significant factor influencing teacher performance and commitment.

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“…Teachers’ self-efficacy in some countries can differ according to their cultural orientation ( Vieluf & Göbel, 2019 ), self-efficacy measurements must be modified to a specific country’s culture. Previous research has shown that teacher self-efficacy affects teacher job satisfaction ( Klassen et al, 2018 ), and teacher job satisfaction affects teacher performance ( Damrus, 2018 ; Julianingsih & Paramartha, 2018 ). Another study showed that job satisfaction affects the performance of junior high school teachers in Sekayu ( Widayati et al, 2020 ).…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment

Muttaqin,

Tursina,

Sudrajat

et al. 2023

View full text Add to dashboard Cite

Background: Teacher commitment and performance are important factors contributing to student achievement and the quality of education. Therefore, it is critical to draw attention to this issue by identifying factors that influence these two variables. Methods: A survey, consisted of 34 closed-ended questions, was used. The total sample comprised 2,203 teachers, including 832 men and 1,371 women. Data analysis was performed using partial least squares (PLS) structural equation modeling (SEM). Model measurement employed indicator loading, convergent and discriminant validity, Cronbach's testing, composite reliability and average variance extracted (AVE) for internal consistency. Structural model measurement employed coefficient determination (R2), effect size (F2), variant inflation factor (VIF), predictive relevance (Q2) and path analysis measures. Results: The results of the study reveal that academic supervision has a significant positive effect on commitment (β; 0.085, t-statistics; 3.792 and p-value 0.000), academic supervision also affects teacher performance (β; 0.096, t-statistics; 4.416 and p-value 0.000), managerial competence affects teacher commitment (β; 0.195, t-statistics; 8.046 and p-value 0.000), managerial competence also affects teacher performance (β; 0.149, t-statistics; 6.561 and p-value 0.000), organizational commitment affects teacher performance (β; 0.163, t-statistics; 7.263 and p-value 0.000), teacher empowerment affects teacher commitment (β; 0.489, t-statistics; 22.601 and p-value 0.000), and teacher empowerment affects teacher performance (β; 0.489, t-statistics; 22.601 and p-value 0.000). Academic supervision affects teacher commitment mediating by teacher performance (β; 0.014, t-statistics; 3.178 and p-value of 0.001). Managerial competence affects teacher commitment with teacher performance mediation (β; 0.032, t-statistics; 5.588 and p-value 0.000), and teacher empowerment affects teacher commitment with teacher performance mediation (β; 0.080, t-statistics; 7.050 and p-value 0.000). Conclusion: Academic supervision, managerial competence, and teacher empowerment significantly positively affect teacher performance directly and through teacher performance as mediating variable. Teacher empowerment is the most significant factor influencing teacher performance and commitment.

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“…A job demands interaction with colleagues, superiors, organizational rules and policies, performance standards, working conditions, and so on. A person with a high level of job satisfaction shows a positive attitude toward the job, whereas someone dissatisfied with his job shows a negative attitude toward his job (Julianingsih & Paramartha, 2018). Pleasant emotional attitude and loves his job.…”

Section: Introductionmentioning

confidence: 99%

Effect of teacher certification, school principle leadership, job satisfaction, and work ethos on teacher performance Islamic education in Badung Regency

Ulfa

¹

,

Agung

²

,

Sunu

³

et al. 2023

ijhs

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The research objective was to determine the effect of certification, leadership, job satisfaction, and work ethic on the performance of Islamic Education teachers in Badung Regency. The research design is descriptive quantitative on 60 teachers. The data collection technique was a questionnaire and then analyzed using Structural Equation Modeling with Partial Least Squares (PLS-SEM). Research result; (1) Certification has a direct and significant effect on teacher performance with a coefficient of 0.449 and T-statistic 2.085 P-Values 0.040 (2) Leadership has a direct and significant effect on teacher performance with a coefficient of 0.210 and T-statistic 2.856 P-Values 0.030 (3 (5) Certification has an indirect effect on teacher performance through job satisfaction. (6) Leadership has an indirect effect on teacher performance through job satisfaction. The findings of this study are that Certification and Leadership have a very strong effect on teacher performance. The indirect effect of job satisfaction is a strong mediating variable, while the work ethic is not able to mediate the effect of Certification and Leadership on teacher performance. Recommendations for implementing Certification, Leadership, and Job Satisfaction to improve teacher performance.

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Kepuasan Kerja Dan Kinerja Guru Agama Hindu Pada Sd Negeri Se-Kecamatan Kuta Selatan, Kabupaten Badung

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The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment

The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment

The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment

Effect of teacher certification, school principle leadership, job satisfaction, and work ethos on teacher performance Islamic education in Badung Regency

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