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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.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
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
Salikurnima, Saleh, M., & Ahmad, K. I. (2021). The Relationship of Principal Supervision, Achievement Motivation, and Job Satisfaction to Teacher Performance . Journal of K6 Education and Management, 3(4), 519-530. https://doi.org/10.11594/jk6em.03.04.11
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Lastriyani, I., & Herawan, E. (2013). The effect of principal supervision and compensation on teacher teaching performance. Jurnal Administrasi Pendidikan, 17(1), 96-106.
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Lismeida, R. A., & Meilani, R. I. (2017). Teacher job satisfaction and performance: a study of certified vocational school teachers in Indonesia. Jurnal Pendidikan Manajemen Perkantoran, 2(1), 57-65.
Liu, S.-H., & Tsai, H.-C. (2017). Teachers’ experiences of collaborating in school teaching teams. Asian Social Science, 13(2), 159-168. doi:http://dx.doi.org/10.5539/ass.v13n2p159
Lourmpas, S., & Dakopoulou, A. (2014). educational leaders and teachers’ motivation for engagement in innovative programmes. the case of greece. Procedia - Social and Behavioral Sciences, 116, 3359-3364. doi:https://doi.org/10.1016/j.sbspro.2014.01.764
Luskova, M., & Hudakova, M. (206). Approaches to teachers’ performance assessment for enhancing quality of education at universities. Procedia - Social and Behavioral Sciences, 106, 476-484.
Poernamawijaya, L. W., Sulaiman, S., Suriansyah, A., & Dalle, J. (2018). Contribution to supervision of supervisor, principals motivation, and kindergarten teacher performance improves the kindergarten quality in West Banjarmasin, Indonesia. European Journal of Alternative Education Studies, 3(2), 129-146. doi:10.5281/zenodo.2261031
Rismawan, E. (2015). The effect of principal supervision and teacher achievement motivation on teacher teaching performance. Jurnal Administrasi Pendidikan, 22(1), 114-132.
Sarjana, S. (2012). The influence of supervision and organizational climare on job satisfaction. Jurnal Kependidikan, 42(2), 173-186. doi:https://doi.org/10.21831/jk.v42i2.1951
Schratz, M., & Schle, W. (2014). Educational leaders as change agents in system development: The Austrian Leadership Academy. Journal of Contemporary Educational Studies, 4, 13-29.
Sumarni. (2016). Contribution of achievement motivation and principal leadership to public high school teachers' performance in koto tangah sub-district padang city. ournal of Economic and Economic Education, 5(1), 68- 74. doi:http://dx.doi.org/10.22202/economica.v5i1.307
Supardi. (2017). The effect of the head of madrasah's supervision in improving teacher performance. Studia Didaktika: Jurnal Ilmiah Bidang Pendidikan, 11(1), 63-70.
Taştan, S. B., Davoudi, S. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366. doi:https://doi.org/10.29333/ejmste/89579
Tukiyo. (2015). Motivation and job satisfaction of primary school teachers in Klaten Regency. Seminar Nasional Pendidikan UNS & ISPI (pp. 158-168). Surakarta: Universitas Sebelas Maret Surakarta.
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. doi:http://dx.doi.org/10.1016/j.edurev.2015.04.002
Veloo, A., Komuji, M. M., & Khalid, R. (2013). The effects of clinical supervision on the teaching performance of secondary school teachers. Procedia-Social and Behavioral Sciences, 93, 35-39. doi: 10.1016/j.sbspro.2013.09.148
Walker, T. L., & Vogt, J. F. (1987). The school administrator as change agent: Skills for the future. NASSP Bulletin, 71(502), 41–48. doi:https://doi.org/10.1177/019263658707150207
Wibowo, D. H. (2017). Achievement motivation in relation to teacher performance. Scholaria, 5(3), 65-74.
Yunus, M. M., Safuraa, W., Osman, W., & Ishak, N. M. (2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia - Social and Behavioral Sciences, 15, 2637-2641. doi:https://doi.org/10.1016/j.sbspro.2011.04.161
Arikunto, S. (2009). Research methodology: A practical approach. Jakarta: Rineka Cipta.
Bakar, R. (2018). The influence of professional teachers on Padang vocational school students' achievement. Kasetsart Journal of Social Sciences, 39(1), 67-72. doi:https://doi.org/10.1016/j.kjss.2017.12.017
Behroozi, M., Fadaiya, B., & S. K. (2014). the study of secondary school principals' performance status according to fiedler theory in Bushehr: Iran's perspective. Procedia - Social and Behavioral Sciences, 143, 394-398. doi:10.1016/j.sbspro.2014.07.501
Bentea, C.–C., & Anghelache, V. (2012). Teachers’ motivation and satisfaction for professional activity. Procedia - Social and Behavioral Sciences, 33, 563-567. doi:https://doi.org/10.1016/j.sbspro.2012.01.184
Blaskova, M., Blasko, R., Figurska, I., & A. S. (2015). Motivation and development of the university teachers’ motivational competence. Procedia - Social and Behavioral Sciences, 182, 116 – 126. doi: 10.1016/j.sbspro.2015.04.746
Bush, A., & Grotjohann, N. (2020). Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration. Teaching and Teacher Education, 88, 102968. doi:https://doi.org/10.1016/j.tate.2019.102968
Claudia, V. (2015). The role of motivation in the development of school teachers ‘career. Procedia - Social and Behavioral Sciences, 180, 1109-1115. doi:10.1016/j.sbspro.2015.02.220
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw Hill.
Gherasim, L. R., Maireana, C., & Butnaru, S. (2012). Prediction of school performance: the role of motivational orientation and classroom environment. Procedia - Social and Behavioral Sciences, 46, 3931-3935. doi:https://doi.org/10.1016/j.sbspro.2012.06.174
Hadi, S. (2007). The effect of supervision on work satisfaction of accountant beginner. JAAI, 11(2), 187-192.
Hubackova, S. (2015). Modern methods of University student's activation. Procedia - Social and Behavioral Sciences, 171, 241 – 245. doi:10.1016/j.sbspro.2015.01.116
Imah, C. (2018). The effect of principal supervision on public elementary school teachers' performance of air kumbang sub-district, banyuasin district. Jurnal Administrasi Pendidikan, 1(2), 65-77.
Juniari, N. k., & I Gede Riana, M. S. (2015). The influence of motivation on job satisfaction and performance of civil servants (pns) of tourism high school of nusa dua bali. E-Jurnal Ekonomi dan Bisnis Universitas Udayana, 4(11), 823-840.
Kandemira, M. A., & Gür, H. (2009). What motivates mathematics teachers? Procedia Social and Behavioral Sciences, 1, 969–974. doi:10.1016/j.sbspro.2009.01.172
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:10.5281/zenodo.204045
Lastriyani, I., & Herawan, E. (2013). The effect of principal supervision and compensation on teacher teaching performance. Jurnal Administrasi Pendidikan, 17(1), 96-106.
Lile, R., & Kelemen, G. (2014). Teaching/learning/assessment based on interactive learning methods. Procedia - Social and Behavioral Sciences, 163, 120-124. doi:https://doi.org/10.1016/j.sbspro.2014.12.296
Lismeida, R. A., & Meilani, R. I. (2017). Teacher job satisfaction and performance: a study of certified vocational school teachers in Indonesia. Jurnal Pendidikan Manajemen Perkantoran, 2(1), 57-65.
Liu, S.-H., & Tsai, H.-C. (2017). Teachers’ experiences of collaborating in school teaching teams. Asian Social Science, 13(2), 159-168. doi:http://dx.doi.org/10.5539/ass.v13n2p159
Lourmpas, S., & Dakopoulou, A. (2014). educational leaders and teachers’ motivation for engagement in innovative programmes. the case of greece. Procedia - Social and Behavioral Sciences, 116, 3359-3364. doi:https://doi.org/10.1016/j.sbspro.2014.01.764
Luskova, M., & Hudakova, M. (206). Approaches to teachers’ performance assessment for enhancing quality of education at universities. Procedia - Social and Behavioral Sciences, 106, 476-484.
Poernamawijaya, L. W., Sulaiman, S., Suriansyah, A., & Dalle, J. (2018). Contribution to supervision of supervisor, principals motivation, and kindergarten teacher performance improves the kindergarten quality in West Banjarmasin, Indonesia. European Journal of Alternative Education Studies, 3(2), 129-146. doi:10.5281/zenodo.2261031
Rismawan, E. (2015). The effect of principal supervision and teacher achievement motivation on teacher teaching performance. Jurnal Administrasi Pendidikan, 22(1), 114-132.
Sarjana, S. (2012). The influence of supervision and organizational climare on job satisfaction. Jurnal Kependidikan, 42(2), 173-186. doi:https://doi.org/10.21831/jk.v42i2.1951
Schratz, M., & Schle, W. (2014). Educational leaders as change agents in system development: The Austrian Leadership Academy. Journal of Contemporary Educational Studies, 4, 13-29.
Sumarni. (2016). Contribution of achievement motivation and principal leadership to public high school teachers' performance in koto tangah sub-district padang city. ournal of Economic and Economic Education, 5(1), 68- 74. doi:http://dx.doi.org/10.22202/economica.v5i1.307
Supardi. (2017). The effect of the head of madrasah's supervision in improving teacher performance. Studia Didaktika: Jurnal Ilmiah Bidang Pendidikan, 11(1), 63-70.
Taştan, S. B., Davoudi, S. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366. doi:https://doi.org/10.29333/ejmste/89579
Tukiyo. (2015). Motivation and job satisfaction of primary school teachers in Klaten Regency. Seminar Nasional Pendidikan UNS & ISPI (pp. 158-168). Surakarta: Universitas Sebelas Maret Surakarta.
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. doi:http://dx.doi.org/10.1016/j.edurev.2015.04.002
Veloo, A., Komuji, M. M., & Khalid, R. (2013). The effects of clinical supervision on the teaching performance of secondary school teachers. Procedia-Social and Behavioral Sciences, 93, 35-39. doi: 10.1016/j.sbspro.2013.09.148
Walker, T. L., & Vogt, J. F. (1987). The school administrator as change agent: Skills for the future. NASSP Bulletin, 71(502), 41–48. doi:https://doi.org/10.1177/019263658707150207
Wibowo, D. H. (2017). Achievement motivation in relation to teacher performance. Scholaria, 5(3), 65-74.
Yunus, M. M., Safuraa, W., Osman, W., & Ishak, N. M. (2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia - Social and Behavioral Sciences, 15, 2637-2641. doi:https://doi.org/10.1016/j.sbspro.2011.04.161