The Dynamic of Teachers’ Job Performance

Virgana, Virgana

doi:10.35741/issn.0258-2724.56.2.21

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…<0.000. Previous research showed that personality and organisational culture indirectly affect teachers' performance through trust (Virgana, 2021). Then, there was an indirect influence of leadership style on teachers' performance through trust at public universities in Pakistan (A. , of which the study with 233 faculty members who had a large indirect influence (p321) was 0.719 × 0.368 = 0.2646 (26.46%).…”

Section: Intervening Variablementioning

confidence: 97%

“…Likewise, the results of the H5 analysis, namely Tr, have a significant direct effect on TP. That was relevant to the research on junior high school teachers in Jakarta capital city: trust directly effects TP (Virgana, 2021). Then a study was carried out on 130 high school teachers in Sukabumi West Java (Rachmah et al, 2018) and a research was conducted on 326 junior high school teachers in Palembang (Fitria, 2018).…”

Section: Intervening Variablementioning

confidence: 99%

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Teachers’ performance effectiveness: Analysis of leadership style, work environment and trust.

Virgana

Kasyadi²

2022

CJES

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Teacher performance is a fundamental element in the learning process, this study aims to analyse the influence of exogenous on endogenous variables, with work confidence being an intermediate variable. This study used path analysis as a research design; the total research participants are 360 high school teachers; data validation was carried out using Rasch analysis software model with Winteps version 4.4.7 to obtain standardised research instruments. Data validation was carried out with Smart-Partial Least Square version 3, stating that all data at R > 0.70 are valid and have high reliability. The results of the analysis show a positive influence of leadership style and work environment on trust, leadership style, work environment and confidence in the performance of teachers. In addition, there is also an indirect influence of leadership style on the teacher's performance by faith and the work environment on the teacher's performance by trust. In addition, data analysis generates trust as an intervention variable that effectively affects teacher performance. The results of the research require a follow-up of how the working environment can be improved to improve the quality of education at the macro level. Keywords: Leadership style, teachers’ performance, trust, work environment.

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Section: Intervening Variablementioning

confidence: 97%

Section: Intervening Variablementioning

confidence: 99%

Teachers’ performance effectiveness: Analysis of leadership style, work environment and trust.

Virgana

Kasyadi²

2022

CJES

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“…In the school setting, JS is a topic that always gets attention because when teachers are not comfortable with their job, it is hard to achieve optimum results (Sembiring & Purba, 2019). It becomes a severe problem in most schools in enhancing the quality of education since every school has developed habits that have been running for years (Virgana, 2021). However, JS may protect workers from stressors (Hoboubi et al, 2017).…”

Section: Organizational Culture (Oc)mentioning

confidence: 99%

Measuring the Effects of Adversity Quotient, Organizational Culture and Job Satisfaction on Special School Teachers’ Organizational Commitment

Virgana¹,

Suendarti²,

Lapasau³

et al. 2022

IJEMDS

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High teacher commitment affects the maximum achievement of schools’ teaching and learning process. In this premise, this study aims to specify the direct and indirect effects of adversity quotient, organizational culture, and job satisfaction on teachers’ organizational commitment in state special schools in Jakarta, Indonesia. A quantitative research approach survey with data analysis using path analysis with the Smart Partial Least Square. Using qualified data r > 0.70 continued for analysis, the results showed a direct effect of adversity quotient and organizational culture on job satisfaction; adversity quotient, organizational culture, and job satisfaction on teachers’ organizational commitment. Furthermore, there was an indirect effect of adversity quotient and organizational culture through job satisfaction on teachers’ organizational commitment. Based on the findings, increasing adversity quotient, culture, and job satisfaction in organization will also increase special school teachers’ organizational commitment. The research findings recommends the government that recruiting new teachers should be equipped with an employment contract as a starting point of increasing job satisfaction.

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“…It yields the quality of work that teachers perform, and that is job performance (Wolomasi, Asaloei, & Werang, 2019;Zikanga et al, 2021). Job performance that teachers are measured in supervision are not limited to preparing teaching and lesson materials, managing students in teaching and learning processes, mastering teaching methods and subject matters (Emengini, Omenyi, & Nwankwo, 2020;Johari, Yean Tan, & Tjik Zulkarnain, 2018;Mandefro, 2020;Uwe & Godwin, 2019;Virgana, 2021). United Nations Educational Science and Cultural Organisation) [UNESCO] (2016), and International Institute for Capacity Buliding in Africa [IICBA] (2017) stipulate that, however, education systems require supervision, elementary education such as lower secondary education need it the most.…”

Section: Introductionmentioning

confidence: 99%

Close to School Supervision in Tanzania: Collective views on Teachers’ Job Performance

Edgar

Mngarah

2022

Am. J. Arts Hum. Sci.

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This paper examined the effectiveness of close to school supervision in enhancing teachers’ job performance in Tanzanian public secondary schools. The study was guided by Path-Goal theory. This study adopted the qualitative approach using case study design and data were obtained from 32 informants. Semi-structured interviews and focus group discussion were the main data collection methods, and the data were thematically analysed. It was found that that the close to school education officers employed directive supervision in supervising schools. The strategy improved teachers’ work performance. It was also found that close to school supervision included supportive supervision and participative supervision strategies but had limited contribution in teachers’ work performance. It is concluded that directive supervision practices highly contributed to teachers’ job performance in secondary schools in Tanzania. It is recommended that for teachers to improve job performance, close to school supervisors should practice supportive and participative supervision strategies accordingly.

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The Dynamic of Teachers’ Job Performance

Cited by 4 publications

References 14 publications

Teachers’ performance effectiveness: Analysis of leadership style, work environment and trust.

Teachers’ performance effectiveness: Analysis of leadership style, work environment and trust.

Measuring the Effects of Adversity Quotient, Organizational Culture and Job Satisfaction on Special School Teachers’ Organizational Commitment

Close to School Supervision in Tanzania: Collective views on Teachers’ Job Performance

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