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Abstract
The success of schools in producing quality graduates cannot be separated from the performance of the teachers. Thus, variables that can support teacher performance need to be identified to make it easier for policymakers to prepare activities or programs to improve teacher performance. Theoretically, various variables are assumed to have a relationship with teacher performance. To see whether this variable is proven to have a significant effect, an empirical test is necessary. This study analyzes several variables theoretically believed to have a relationship with the performance of teachers. Those variables include the principal's supervision, the school principal's leadership, and work motivation on the performance of Private Vocational High School teachers in Tanah Bumbu Regency. This research uses a descriptive quantitative method. A sample of 67 people was selected from 207 teachers. The data were collected using a valid and reliable questionnaire and analyzed using Path Analysis. The results showed that: (1) A direct contribution between the supervision of the principal, leadership, work motivation, and teacher performance (2) There is a contribution of principal supervision and work motivation to the performance of Private Vocational High School teachers in Tanah Bumbu Regency (3) There are a principal contribution leadership and work motivation on the performance of Private Vocational High Schools teachers in Tanah Bumbu Regency. The results obtained vary in terms of the contribution and significance of all the variables studied.
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Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
How to Cite
Normasari, L., Effendi, R., & Metroyadi. (2020). Contribution of Principal Supervision, Principal Leadership, and Work Motivation on Performance of Private Vocational High Schools Teachers in Tanah Bumbu Regency . Journal of K6 Education and Management, 3(2), 187-195. https://doi.org/10.11594/banrj.03.02.10
References
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Canalesa, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics. International Journal of Educational Development, 60, 33-50. doi:https://doi.org/10.1016/j.ijedudev.2017.09.009
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Dybowski, C., Sehner, S., & Harendza, S. (2017). Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators. BMC Medical Education, 17(1), 84-95. doi:https://doi.org/10.1186/s12909-017-0923-2
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Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798-812. doi:https://doi.org/10.1016/j.jpubeco.2010.11.009
Imhangbe, O. S., Okecha, R. E., & Obozuwa, J. (2018). Principals’ leadership styles and teachers’ job performance: Evidence from Edo State, Nigeria. Educational Management Administration and Leadership, 47(6), 909–924. doi:https://doi.org/10.1177/1741143218764178
Ionescu, A. M. (2012). How does education affect labour market outcomes? Review of Applied Socio- Economic Research, 4(2), 130-144.
Jain, R., & Jain, C. (2016). Employee Creativity: A Conceptual Framework. Management Labour Studies, 41(4), 294–313. doi:10.1177/0258042X16676664
Joo, Y. H. (2020). The effects of distributed leadership on teacher professionalism: The case of Korean middle schools. International Journal of Educational Research, 99, 1-14. doi:https://doi.org/10.1016/j.ijer.2019.101500
Kelimeda, Hairudinor, Ridwan, M. N., & Dalle, J. (2018). the effect of motivation, job satisfaction and job disciplinetoward employee performance of PT. Buma Perindahindo at Lng Tangguh Site, Teluk Bintuni Regency, West Papua, Indonesia. European Journal of Human Resource Management Studies, 2(1), 49-73. doi:http://dx.doi.org/10.5281/zenodo.2040456
Kotásková, S. K., Procházka, P., Smutka, L., Maitah, M., Kuzmenko, E., Kopecká, M., & Hönig, V. (2018). The impact of education on economic growth: The case of India. Acta Universitatis Agriculturae Et Silviculturae Mendelianae Brunensis, 66(1), 253-261. doi:https://doi.org/10.11118/actaun201866010253
Ma, X., & Marion, R. (2019). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration and Leadership, 20(10), 1-20. doi:10.1177/1741143219888742
Muelasa, A., & Navarroa, E. (2015). Learning strategies and academic achievement. Procedia - Social and Behavioral Sciences, 165, 217- 221. doi:10.1016/j.sbspro.2014.12.625
Muttaqin, M. E. (2010). The influence of the principal's leadership on the Islamic Elementary School Roushon Fikr Jombang teachers' work motivation. Surabaya: Digital Library UIN Sunan Ampel.
Nasrun. (2016). The influence of the principal's leadership on work motivation and teacher performance. Ilmu Pendidikan Jurnal Kajian Teori dan Praktik Kependidikan, 1(2), 63-70.
Naylor, R., & Sayed, Y. (2014). Teacher quality: Evidence review. Canberra: Department of Foreign Affairs and Trade.
Poernamawijayai, L. W., Sulaiman, Suriansyah, A., & Dalle, J. (2018). contribution on supervision of supervisor, principals motivation, kindergarten teacher performance to improving the kindergarten quality in West Banjarmasin, Indonesia. European Journal of Alternative Education Studies, 3(2), 129-146. doi:10.5281/zenodo.2261031
Rahmatullah, M. S. (2019). Contribution of the Principal Supervision and Work Motivation on Teacher Perormance at Public High Scholl in Barito Kuala District. Journal of K6, Education, and Management (J-K6EM), 2(2), 118-125.
Rasto, & Maulani, S. Y. (2019). Satisfaction and motivation as determinants of teacher performance. Jurnal Pendidikan Bisnis dan Manajemen, 5(2), 11-21.
Rismawan, E. (2015). The relationship between principal supervision and teacher achievement motivation on teacher teaching performance. Jurnal Administrasi Pendidikan, 22(1), 114-132.
Ross, J. A., & Gray, P. (2006). School Leadership and Student Achievement: The Mediating Effect of Teacher Beliefs. Canadian Journal of Education, 29(3), 798-822.
Sagala, S. (2017). Concept and Meaning of Learning in the Educational Profession. Bandung: Alfabeta.
Septian, R., Ngadiman, & Ivada, E. (2013). The influence of principal leadership and work motivation on teacher performance at SMP Negeri Wonosari. Jurnal Pendidikan Universitas Negeri Semarang, 2(1), 107-118.
Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educationa Management Administration & Leadership, 42(4), 445–459. . doi:https://doi.org/10.1177/1741143213502192
Sobirin. (2012). Factors that influence the teaching performance of elementary school teachers (Analytical Descriptive Study of the Influence of Principal leadership, School Climate, Job Satisfaction, and Achievement Motivation) on Teaching Performance of Elementary Schoo. Jurnal Administrasi Pendidikan, 14(1), 1-10.
Suarsana, I. K. (2009). Contribution of principal leadership behavior, teacher morale towards improving public high school teachers' performance in Gianyar Regency. Undiksha: -.
Sudirjo, F. (2013). The Effect of Principal Supervision and Leadership on Motivation for Improving Teacher Performance. Jurnal Serat Acitya, 18(3), 30-35.
Suhaimi. (2018). Relationship between the role of the proncipal and attitudes towards the teaching proession with teacher work performance in public high school in the southern Hulu Sungai Regency. Jurnal Ilmiah Kependidikan 13(5), 78-83.
Suhaimi, & Wardaniah. (2017). The relationship between principal supervision and achievement motivation with the performance of public SD teachers in Tanjung Subdistrict, Tabalong Regency. Prosiding Seminar Nasional S2DMP, 1-6.
Sulisworo, D., Nasir, R., & Maryani, I. (2017). dentification of teachers’ problems in Indonesia on facing global community. International Journal of Research Studies in Education, 6(2), 81-90. doi: 10.5861/ijrse.2016.1519
Suriansyah, A. (2015). The Leadership Strategies of School Proncipals, Parents, and Communicative in the building the Students Characters. Jurnal Cakrawala Pendidikan, 34(2), 1-6.
Suwedana, Natajaya, N., & Sunu, G. K. (2013). Contribution of Principal Leadership, Achievement Motivation, and Job Satisfaction on Teacher Performance (Study of Perceptions of Teachers of SMK Negeri 1 Bangli). e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1-7.
UNESCO. (2018). Global Education Monitoring (GEM) Report . Paris: United Nations Educational, Scientific and Cultural Organization.
Wardana, L. W. (2008). Analisis pengaruh motivasi kerja, disiplin kerja, pendidikan dan pelatihan terhadap kinerja guru sekolah dasar negeri di kecamatan Gayungan kota Surabaya. Jurnal Ekonomi dan Bisnis (EMAS), 11(1), 15-25.
Wijania, I. W. (2017). Kontribusi Kepemimpinan Pelayanan Kepala Sekolah, Motivasi Kerja, dan Disiplin Kerja Terhadap Kinerja Guru. Jurnal Ilmiah Pendidikan dan Pembelajaran PPs Universitas Pendidikan Ganesha Vol (1) 3, 176-184.
Wilson, M. B., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12, 25-36.
Anggriani, N. (2010). Contribution of principal supervision and teacher work motivation to teacher teaching performance (At SMAN throughout Indragiri Hulu Regency, Riau Province). Jurnal Administrasi Pendidikan, 12(1), 1-5.
Ariana, I. W., Dantes, N., & Lasmawan, I. W. (2015). Contribution of school principal supervision, achievement motivation and work commitment to teacher performance in the VIII school cluster, Abang District. Jurnal Pendidikan Dasar Ganesha (e-Journal Program Pascasarjana Universitas Pendidikan Ganesha), 1-11.
Bichi, A. A. (2017). Evaluationof teacher performancein schools: Implication for sustainable development goals. Northwest Journal of Educational Studies, 2(1), 103-113.
Canalesa, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics. International Journal of Educational Development, 60, 33-50. doi:https://doi.org/10.1016/j.ijedudev.2017.09.009
Darling-Hammond, L. (2000). Teacher quality and student achievement:a review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-44.
Department of National Education. (2006). Teachers' competency standards. Jakarta: Depdiknas.
Dybowski, C., Sehner, S., & Harendza, S. (2017). Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators. BMC Medical Education, 17(1), 84-95. doi:https://doi.org/10.1186/s12909-017-0923-2
Ernilawati. (2011). The relationship between principal supervision and achievement motivation on the performance of SMPLB teachers in Banjar Regency. Banjarmasin: FKIP UNLAM.
Febriani, H., Aslamiah, & Saleh, M. (2019). Contribution of school principal transformational leadership, work motivation through job satisfaction for OCB teachers. Jurnal o K6 Education and Management Vol.2 No.4.
Franky, E. W. (2019). The influence of transformational leadership, work motivation and work commitment to the employee performance of the UPT Disdikbud Murung Raya Regency. Jurnal of K6 Education and Management (j-K6EM), 2(2), 40-45.
Handayani, T. &. (2015). The influence of principal leadership, teacher motivation and organizational culture on teacher performance at SMA Negeri Wonosobo. Jurnal Akuntabilitas Manajemen Pendidikan, 3(2), 264-277.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798-812. doi:https://doi.org/10.1016/j.jpubeco.2010.11.009
Imhangbe, O. S., Okecha, R. E., & Obozuwa, J. (2018). Principals’ leadership styles and teachers’ job performance: Evidence from Edo State, Nigeria. Educational Management Administration and Leadership, 47(6), 909–924. doi:https://doi.org/10.1177/1741143218764178
Ionescu, A. M. (2012). How does education affect labour market outcomes? Review of Applied Socio- Economic Research, 4(2), 130-144.
Jain, R., & Jain, C. (2016). Employee Creativity: A Conceptual Framework. Management Labour Studies, 41(4), 294–313. doi:10.1177/0258042X16676664
Joo, Y. H. (2020). The effects of distributed leadership on teacher professionalism: The case of Korean middle schools. International Journal of Educational Research, 99, 1-14. doi:https://doi.org/10.1016/j.ijer.2019.101500
Kelimeda, Hairudinor, Ridwan, M. N., & Dalle, J. (2018). the effect of motivation, job satisfaction and job disciplinetoward employee performance of PT. Buma Perindahindo at Lng Tangguh Site, Teluk Bintuni Regency, West Papua, Indonesia. European Journal of Human Resource Management Studies, 2(1), 49-73. doi:http://dx.doi.org/10.5281/zenodo.2040456
Kotásková, S. K., Procházka, P., Smutka, L., Maitah, M., Kuzmenko, E., Kopecká, M., & Hönig, V. (2018). The impact of education on economic growth: The case of India. Acta Universitatis Agriculturae Et Silviculturae Mendelianae Brunensis, 66(1), 253-261. doi:https://doi.org/10.11118/actaun201866010253
Ma, X., & Marion, R. (2019). Exploring how instructional leadership affects teacher efficacy: A multilevel analysis. Educational Management Administration and Leadership, 20(10), 1-20. doi:10.1177/1741143219888742
Muelasa, A., & Navarroa, E. (2015). Learning strategies and academic achievement. Procedia - Social and Behavioral Sciences, 165, 217- 221. doi:10.1016/j.sbspro.2014.12.625
Muttaqin, M. E. (2010). The influence of the principal's leadership on the Islamic Elementary School Roushon Fikr Jombang teachers' work motivation. Surabaya: Digital Library UIN Sunan Ampel.
Nasrun. (2016). The influence of the principal's leadership on work motivation and teacher performance. Ilmu Pendidikan Jurnal Kajian Teori dan Praktik Kependidikan, 1(2), 63-70.
Naylor, R., & Sayed, Y. (2014). Teacher quality: Evidence review. Canberra: Department of Foreign Affairs and Trade.
Poernamawijayai, L. W., Sulaiman, Suriansyah, A., & Dalle, J. (2018). contribution on supervision of supervisor, principals motivation, kindergarten teacher performance to improving the kindergarten quality in West Banjarmasin, Indonesia. European Journal of Alternative Education Studies, 3(2), 129-146. doi:10.5281/zenodo.2261031
Rahmatullah, M. S. (2019). Contribution of the Principal Supervision and Work Motivation on Teacher Perormance at Public High Scholl in Barito Kuala District. Journal of K6, Education, and Management (J-K6EM), 2(2), 118-125.
Rasto, & Maulani, S. Y. (2019). Satisfaction and motivation as determinants of teacher performance. Jurnal Pendidikan Bisnis dan Manajemen, 5(2), 11-21.
Rismawan, E. (2015). The relationship between principal supervision and teacher achievement motivation on teacher teaching performance. Jurnal Administrasi Pendidikan, 22(1), 114-132.
Ross, J. A., & Gray, P. (2006). School Leadership and Student Achievement: The Mediating Effect of Teacher Beliefs. Canadian Journal of Education, 29(3), 798-822.
Sagala, S. (2017). Concept and Meaning of Learning in the Educational Profession. Bandung: Alfabeta.
Septian, R., Ngadiman, & Ivada, E. (2013). The influence of principal leadership and work motivation on teacher performance at SMP Negeri Wonosari. Jurnal Pendidikan Universitas Negeri Semarang, 2(1), 107-118.
Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2014). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educationa Management Administration & Leadership, 42(4), 445–459. . doi:https://doi.org/10.1177/1741143213502192
Sobirin. (2012). Factors that influence the teaching performance of elementary school teachers (Analytical Descriptive Study of the Influence of Principal leadership, School Climate, Job Satisfaction, and Achievement Motivation) on Teaching Performance of Elementary Schoo. Jurnal Administrasi Pendidikan, 14(1), 1-10.
Suarsana, I. K. (2009). Contribution of principal leadership behavior, teacher morale towards improving public high school teachers' performance in Gianyar Regency. Undiksha: -.
Sudirjo, F. (2013). The Effect of Principal Supervision and Leadership on Motivation for Improving Teacher Performance. Jurnal Serat Acitya, 18(3), 30-35.
Suhaimi. (2018). Relationship between the role of the proncipal and attitudes towards the teaching proession with teacher work performance in public high school in the southern Hulu Sungai Regency. Jurnal Ilmiah Kependidikan 13(5), 78-83.
Suhaimi, & Wardaniah. (2017). The relationship between principal supervision and achievement motivation with the performance of public SD teachers in Tanjung Subdistrict, Tabalong Regency. Prosiding Seminar Nasional S2DMP, 1-6.
Sulisworo, D., Nasir, R., & Maryani, I. (2017). dentification of teachers’ problems in Indonesia on facing global community. International Journal of Research Studies in Education, 6(2), 81-90. doi: 10.5861/ijrse.2016.1519
Suriansyah, A. (2015). The Leadership Strategies of School Proncipals, Parents, and Communicative in the building the Students Characters. Jurnal Cakrawala Pendidikan, 34(2), 1-6.
Suwedana, Natajaya, N., & Sunu, G. K. (2013). Contribution of Principal Leadership, Achievement Motivation, and Job Satisfaction on Teacher Performance (Study of Perceptions of Teachers of SMK Negeri 1 Bangli). e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1-7.
UNESCO. (2018). Global Education Monitoring (GEM) Report . Paris: United Nations Educational, Scientific and Cultural Organization.
Wardana, L. W. (2008). Analisis pengaruh motivasi kerja, disiplin kerja, pendidikan dan pelatihan terhadap kinerja guru sekolah dasar negeri di kecamatan Gayungan kota Surabaya. Jurnal Ekonomi dan Bisnis (EMAS), 11(1), 15-25.
Wijania, I. W. (2017). Kontribusi Kepemimpinan Pelayanan Kepala Sekolah, Motivasi Kerja, dan Disiplin Kerja Terhadap Kinerja Guru. Jurnal Ilmiah Pendidikan dan Pembelajaran PPs Universitas Pendidikan Ganesha Vol (1) 3, 176-184.
Wilson, M. B., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12, 25-36.