The Relationship of Principal Supervision, Achievement Motivation, and Job Satisfaction to Teacher Performance

Abstract

This study aims to determine the relationship of principal school supervision (X1), achievement motivation (X2), and job satisfaction (Z) to teacher performance (Y) in SMPN (Public Junior High School) in Dusun Timur Subdistrict, East Barito Regency. This study used a quantitative descriptive method, with a total sample of 91 teachers. The data collection technique used observation and questionnaire distribution. The researcher used multiple correlations and path diagrams to show the relationship between variables according to the assumptions to analyze the data. The calculation and analysis results indicate all statistical hypotheses, where > at the 5% significance level. The study results show that there is a very small sign and a positive effect on the relationship between variables. Suggestions: School principals' supervision should be more planned and done regularly, at least once every semester. Schools need to give awards to teachers who have achievement motivation and high teaching performance. Teachers' perception regarding principal supervision is defined as the teacher's control in teaching and learning activities. It needs to increase motivation to get more achievement in all fields.