The Role of Work Motivation, Competency, and Professionalism on Teacher Performance

This study aims to describe analyzing and knowing the effect of academic supervision, the effect of teacher performance on achievement, and the simultaneous influence between academic supervision and teacher performance. This research was conducted in an ex-post facto and explanatory research with a quantitative approach. The results showed that the principal's academic supervision contributed positively to student achievement in public elementary schools in East Ratahan. This research has a positive contribution to the development of student learning outcomes and achievement where academic supervision must be implemented to supervise teacher professionals in implementing learning to students. Teacher performance does not significantly contribute to student achievement in public elementary schools in East Ratahan. The implication of this research in learning activities in schools lies in optimizing students' cognitive and learning skills through stimulation and teacher professionalism. Another thing is the nutritional and emotional factors that must be optimized and developed by parents in facilitating their children to learn. The principal's academic supervision and teacher performance simultaneously contribute positively and significantly to student achievement in public elementary schools in East Ratahan. The results of this study have a positive contribution to the learning process which includes curriculum, professionalism, and school managerial systems. Improvements to the curriculum, teacher professionalism, and principal managerial systems must be a holistic entity in its implementation.

To prepare for the birth of the golden generation that will continue to relay the leadership of Indonesia in 2045 the government has been doing various things such as: the provision of teachers and human resources that meet the qualifications and competency requirements, curriculum development up to the level of the education (curriculum), development of facilities for educational infrastructure, increase education spending, education of ICT-based services and others. Other preparations to be able to produce the expected generation through character education. Already many are produced through these efforts, but also there are many things that have to be prepared. One is to prepare students to be the generation that has the ability to find a solution to real problems encountered in everyday life. For this purpose, the implementation of Problem-Based Learning Strategy (PBL) is abbreviated considered suitable for application in the learning activities in schools. Through PBL learners are trained to find solutions to the problems faced. In order for the application of PBL can be run as expected it is recommended that the Government (Ministry of Education and Culture) launched the implementation of PBL in learning activities in schools, train teachers in the implementation of PBL as well as support in the form of policies, budget and facilities/infrastructure. As the agency responsible for the field of ICT for education, Pustekkom advised to provide support in the form of ICT-based learning resources

Purpose of the study —This study aims to determine: How big is the influence of Pedagogic Competence, Personality Competence, Professional Competence and Social Competence on Teacher Performance at SMK Negeri 1 Cirebon, Cirebon City, either partially or simultaneouslyResearch method—Design This study uses a quantitative approach. Quantitative approach, survey method, this type of research is causal associative research with data analysis technique using Multiple Linear Regression analysisResult— The results of this study indicate: 1) There is a partial influence of pedagogic competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the positive influence of pedagogic competence on teacher performance is 17%. 2) There is a partial influence of personality competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence of Personality Competence on Teacher Performance is 43%. 3) There is a partial effect of professional competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence of Professional Competence on Teacher Performance is 62%. 4) There is a partial effect of social competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence The magnitude of the influence of Social Competence on Teacher Performance is 92.2%. 5) There is a simultaneous influence of Pedagogic Competence, Personality Competence, Professional Competence and Social Co petence on Teacher Performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence of Pedagogic Competence, Personality Competence, Professional Competence, Social Competence simultaneously on Teacher Performance on Performance is 99.5%Conclusion— the study aimed to determine the influence of Pedagogic Competence, Personality Competence, Professional Competence, and Social Competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The research was conducted at SMK Negeri 1 Cirebon, Cirebon City and surveyed a sample of 60 teachers out of a population of 105 teachers. The research design used a quantitative approach, survey method, and causal associative research, with data analyzed using multiple linear regression analysis. The results of the study indicate that there is a partial influence of pedagogic competence, personality competence, professional competence, and social competence on teacher performance at SMK Negeri 1 Cirebon, Cirebon City. The magnitude of the influence of each competency on teacher performance is 17% for pedagogic competence, 43% for personality competence, 62% for professional competence, and 92.2% for social competence. Additionally, the study found that there is a simultaneous influence of all four ompetencies on teacher performance at SMK Negeri 1 Cirebon, Cirebon City, with a magnitude of 99.5%. This research shows that all four competencies play an important role in teacher performance and should be considered in teacher development and evaluation at SMK Negeri 1 Cirebon, Cirebon City.

Teaching and learning activities in Chilean classrooms: Is ICT making a difference?

This study aims to analyze the influence of professionalism and work discipline on teacher performance at MTsN 1 X. Professionalism is the attitude and ability of teachers in carrying out tasks in accordance with established competency standards, while work discipline reflects teacher compliance with the rules and responsibilities given. Teacher performance is seen as an important factor in determining the quality of education, so this study is relevant to support school quality improvement. This study uses a quantitative approach with a survey method. The study population was all 55 teachers at MTsN 1 X, who were also sampled using a saturated sampling technique. The research instrument was a Likert scale questionnaire that had passed validity and reliability tests. Data analysis was carried out by multiple linear regression using the latest version of the SPSS program. The statistical analysis was conducted to determine both partial and simultaneous effects of the independent variables on teacher performance. The results showed that professionalism partially had a significant effect on teacher performance with a significance value of 0.004. Work discipline also had a significant effect with a significance value of 0.003. The simultaneous test showed that professionalism and work discipline together had a significant effect on teacher performance with a significance value of 0.000. The coefficient of determination (R²) of 0.536 indicates that 53.6% of the variation in teacher performance can be explained by these two variables, while the remaining 46.4% is influenced by factors outside this study. These findings highlight the importance of maintaining professional standards and strict discipline to achieve optimal educational outcomes. The implication of this research is the need for schools to design targeted and sustainable teacher development programs to improve professionalism and work discipline. In conclusion, fostering professionalism and discipline is a strategic step to enhance teacher performance and educational quality.

This research aims to analyze the influence of the Team Games Tournament (TGT) learning model on students' learning activities in elementary schools. The method used in this research is Systematic Literature Review (SLR). This research is a generalization of Classroom Action Research (PTK) and experiments that have been carried out previously. Based on the results of the article analysis, it can be concluded that the TGT (Team Game Tournament) learning model has an influence on students' learning activities in elementary schools, such as increasing students' cooperation and activeness. This is because in this model students are required to interact with each other, collaborate and discuss to achieve common goals. These various activities will motivate students to participate actively in groups. As well as deepening understanding of the material, by working together in groups students can deepen their understanding of the learning material.

This study aims to analyze the performance of State Elementary School teachers in Semidang Alas Maras District, Seluma Regency, Bengkulu Province and the factors that influence it. The population and sample in this study were all elementary school teachers in Semidang Alas Maras District, Seluma Regency, Bengkulu Province, totaling 161 people. Data collection techniques using questionnaires and data analysis using multiple linear regression. The results of this study prove that the performance of teachers is in the good category and there is a positive and significant influence between the variables of intellectual, emotional and spiritual intelligence on the performance of the teachers at the Semidang Alas Maras Public Elementary School, Seluma Regency, Bengkulu Province.

Teacher is the party who is responsible for continuity of effective communication in learning so the teacher is urged to have a good communicative competence with students in order to obtain effective learning process. In this study teacher is students of primary school teacher education who has worked as a teacher (in-service training) or educator. This study is aimed to know how the competence of teacher in communicating effectively to the students. The research method used is mix research method (Survey and Thematic Qualitative). As a result, the level of effective communicative competence of students of primary school teacher education of UT who are also as teacher of primary school in Palembang is under the standard determined by The Ministry of Education and Culture (Kemendikbud). Hence, some ideas are formulated in Forum Group Discussion (FGD) namely the need of comprehensive training program and are continuously from the related institution, need of teacher’s supplementary book, and need of more action research on effective communication of teacher. Some indicators agreed for effective communication for teacher are (1) the importance of communication with students. (2) Competence and performance of teacher in communicating with the students. (3) Communication with the students in education. (4) Effective communication with the students. (5) Effective communication with students. (6) Obstacles in communication among the students in education. (7) Learning strategy that can build communication and cooperation among the students. (8) Communication with students in learning as educative interaction. The indicator will further be a reference in developing module for improvement of learning program in Universitas Terbuka.

This study aims to analyze the influence of the principal's transformational leadership and organizational climate on teacher performance at SMA Negeri 9 Manado. This research uses a quantitative approach with a survey method. The population of the study consisted of 124 teachers, with a sample of 94 teachers determined using the Slovin formula. Data were collected through questionnaires that had been tested for validity and reliability, and then analyzed using multiple linear regression. The results showed that the principal's transformational leadership has a positive and significant effect on teacher performance with a t-value of 2.598 and a significance level of 0.011 (<0.05). Organizational climate also has a positive and significant effect on teacher performance with a t-value of 7.071 and a significance level of 0.001 (<0.05). Simultaneously, both variables have a significant effect on teacher performance with an F-value of 141.782 and a significance level of 0.001 (<0.05). The coefficient of determination (R²) value of 0.752 indicates that 75.2% of the variation in teacher performance is influenced by these two variables. It can be concluded that improving transformational leadership and a conducive organizational climate can enhance teacher performance.

This study aimed to examine whether spirituality, religiosity, and competence can predict teacher performance. To prove this, a study was conducted on 90 Madrasah teachers in Samarinda as the sample in this study. The research sample was selected randomly, the number of which was determined based on the Slovin formula with a precision level of 0.10 (N=867). To obtain empirical data, researchers used a questionnaire on spirituality, religiosity, competence, and teacher performance. The research data were analyzed using Multiple Linear Regression with the SPSS V26 program. The analysis results showed a significant level of p <0.05 with a relationship strength of 0.843, which means that there is a significant relationship between spirituality, religiosity, and competence with teacher performance. Simultaneously, the contribution of the three independent variables to teacher performance was 53.8%, while partially, each independent variable contributed 50.8% (spirituality), 24% (religiosity), and 59.8% (competence). The implication is that these findings prove that one cannot rely solely on competency factors to get good performance from teachers. Although competence has the highest contribution, it also takes a religiosity factor that will give direction to individuals in their work, namely worshipping Allah SWT, and spiritual factors that provide meaning and prosperity in life. Thus, it can be concluded that the level of teacher performance can be predicted through the teacher's spirituality, religiosity, and competence.

This research explores the role of self- efficacy as a mediator in the influence between work commitment, Total Quality Management (TQM), and teacher performance. The survey method was used to collect data based on purposive sampling from 55 teachers from 3 junior high schools in Ponorogo Regency. Data collection was carried out using a questionnaire consisting of a Likert scale with 5 alternative answers. PLS-SEM analysis was used to analyze the data and test the model context. The results of the analysis show that work commitment has a significant effect on teacher self-efficacy and performance. Furthermore, self-efficacy was proven not to mediate the influence between work commitment and Total Quality Management on teacher performance. These findings highlight the importance of self-efficacy in facilitating the development of teacher performance through work commitment and the implementation of total quality management. The practical implication of this research is the importance of creating a work environment that supports the development of teacher self-efficacy. Educational institutions can provide social support, recognition of teacher contributions, and opportunities to participate in professional development activities. By creating a conducive environment to strengthen teacher self-efficacy, work commitment, and TQM implementation are hoped to run more effectively.

This study aimed to see whether there is an influence of school principal leadership, organizational culture, and teacher competence on teacher performance. Another aim was to see how much influence these factors have on teacher performance either partially or simultaneously. The research used a quantitative approach with survey methods. Analysis of the data used was multiple regression. Participants involved in the study were 385 teachers in Bandung high school by using proportional stratified random sampling. The results of the study showed that there was a significant influence on the school principal leadership variables, organizational culture, and teacher competence on teacher performance. Statistically the amount of contribution from all independent variables was 68.12%, so the remaining 32.88% was determined by other variables not measured in the study. This research was also useful to find out the factors that can improve teacher performance, so that it is expected to be a theoretical or practical consideration in schools in order to improve the quality of teachers and schools.

Tujuan dari penelitian adalah untuk mengetahui pengaruh kompetensi pedagogis terhadap hasil belajar dan kinerja guru. Sekolah yang menjadi obyek penelitian ini adalah Sekolah Tri Ratna Jakarta Barat. Metode yang digunakan dalam penelitian ini adalah metode survei dengan pendekatan korelasional untuk melihat apakah ada pengaruh antara variabel bebas (Kompetensi Guru) dan variabel terikat (Kinerja Guru). Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan antara kompetensi guru dengan kinerja guru di Sekolah Tri Ratna Jakarta Barat dan Hasil belajar siswa di SMK Daarul Mannan Bekasi.

This study aims to reveal the effect of: 1) teacher competence on teacher performance, 2) teacher competence on teacher commitment, 3) teacher motivation on teacher performance, 4) teacher motivation on teacher commitment and 5) teacher commitment on teacher performance at Daarul Islamic Boarding School. Poor Brotherhood. This research is a correlational study. The population of this study were all teachers at PP Daarul Ukhuwah Malang for the Academic Year of 2022/2023 as many as 70 teachers. By using a saturated sample of 70 people. Data were collected through a questionnaire and analyzed using the Partial Least Square (PLS) analysis technique using the SmartPLS software. The results showed that: 1) teacher competence had a positive (O= 0.103) and significant (p=0.047) effect on teacher performance; 2) work motivation has a positive (O = 0.163) and significant (p = 0.000) effect on teacher performance; 3) work commitment has a positive (O= 0.755) and significant (p=0.000) effect on teacher performance; and 4) teacher competence has a positive (O=0.589) and significant (p=0.000) effect on teacher commitment; and 5) teacher motivation has a positive (O = 0.257) and significant (p = 0.001) effect on teacher commitment at Daarul Ukhuwah Islamic Boarding School Malang.

This study examines the optimization of teacher performance by measuring the effect of teacher competence and principal leadership on economic teacher performance. The method used is survey method and total sampling. The research subjects consisted of 55 high school economics teachers in the city of Tasikmalaya. Conclusion, teacher competence and principal leadership have a positive influence on teacher performance where the higher the teacher competence and the more effective the principal's leadership, it will improve the quality of teacher performance. Keywords: Teacher Competence, Teacher Performance, Principal Leadership