Pengaruh Perilaku Kepemimpinan, Motivasi Berprestasi dan Budaya Sekolah Terhadap Kinerja Guru

2019 ◽  
Vol 10 (1) ◽  
pp. 17-27
Author(s):  
Tini Martini
Keyword(s):  
School Culture ◽  
Achievement Motivation ◽  
Principal Leadership ◽  
Leadership Behavior ◽  
Teacher Performance ◽  
Total Effect ◽  
Specific Objective ◽  
Culture Influence

Abstract: The purpose of this study is to analyze the behavior of leadership, achievement motivation and school culture on performance. The specific objective of this study was to analyze (1) the leadership behavior of Principal at SMK Pasundan 3 Bandung; (2) determine the achievement motivation of teachers in teaching; (3) know the culture of the school; (4) determine the teachers performance; (5) determine the effect of principal leadership behavior on teacher performance; (6) the effect of achievement motivation on teacher performance; (7) determine the effect of school culture on teacher performance; (8) the effect of leadership behavior, achievement motivation, and school culture on teacher performance. This research was conducted in area of SMK Pasundan 3 Bandung by taking the respondents 42 teachers. This Research found that leadership behavior including quite well category; achievement motivation including good category; school culture including good category; teacher performance including good category. Behavior influence leadership on teacher performance which is directly was 12.3%, indirectly through achievement motivation was 12.1%, indirectly through was 1.6%, thus the total effect was 26.0%. Achievement motivation influence on teacher performance which is directly was 27.0%, indirectly through leadership behavior was 12.1%, indirectly through school culture was 2.9%, thus the total effect was 42.0% . School culture influence performance which is directly was 6.0%, indirectly through leadership behavior was 1.6%,  indirectly through achievement motivation was 2.9%, thus the total effect was 10.4%. The influence leadership behavior, achievement motivation, and school culture on teacher performance at SMK Pasundan 3 Bandung simultaneously was at 78.4%. It shows that there is a significant effect. Keywords. Abstrak: Tujuan dari penelitian ini adalah untuk menganalisis perilaku kepemimpinan, motivasi berprestasi dan budaya sekolah terhadap kinerja. Tujuan khusus penelitian ini adalah untuk menganalisis (1) perilaku kepemimpinan Kepala Sekolah SMK Pasundan 3 kota Bandung; (2) mengetahui motivasi berprestasi guru dalam mengajar; (3) mengetahui budaya sekolah; (4) mengetahui kinerja guru; (5) mengetahui pengaruh perilaku kepemimpinan kepala sekolah terhadap kinerja guru; (6) mengetahui pengaruh motivasi berprestasi terhadap kinerja guru; (7) mengetahui pengaruh budaya sekolah terhadap kinerja guru; (8) mengetahui pengaruh perilaku kepemimpinan, motivasi berprestasi dan budaya sekolah terhadap kinerja guru. Penelitian ini dilakukan di lingkungan SMK Pasundan 3 kota Bandung dengan mengambil responden 42 orang guru. Penelitian ini menemukan bahwa perilaku kepemimpinan berada dalam kategori cukup baik; motivasi berprestasi termasuk dalam kategori baik; budaya sekolah termasuk kategori baik; kinerja guru termasuk kategori baik. Pengaruh Perilaku kepemimpinan terhadap kinerja guru, yaitu pengaruh langsung 12,3%, pengaruh tidak langsung melalui motivasi berprestasi 12,1%, pengaruh tidak langsung melalui budaya sekolah 1,6%, dengan demikian pengaruh total sebesar 26,0%. Pengaruh Motivasi berprestasi terhadap kinerja guru, yaitu pengaruh langsung 27,0%, pengaruh tidak langsung melalui perilaku kepemimpinan 12,1%, pengaruh tidak langsung melalui budaya sekolah 2,9%, dengan demikian pengaruh total sebesar 42,0%. Pengaruh budaya sekolah terhadap kinerja guru, yaitu pengaruh langsung 6,0%, pengaruh tidak langsung melalui perilaku kepemimpinan 1,6%, pengaruh tidak langsung melalui motivasi berprestasi 2,9%, dengan demikian pengaruh total sebesar 10,4%. Pengaruh Perilaku kepemimpinan, motivasi berprestasi, dan budaya sekolah terhadap kinerja guru SMK Pasundan 3 kota Bandung secara simultan sebesar 78,4%. Hal tersebut menunjukkan bahwa terdapat pengaruh yang signifikan.Kata Kunci. perilaku kepemimpinan, motivasi berprestasi, budaya sekolah dan kinerja guru

scholarly journals Pengaruh gaya kepemimpinan, budaya sekolah dan motivasi terhadap kinerja guru SMP swasta

2019 ◽  
Vol 6 (1) ◽  
pp. 49-60
Author(s):  
Vivi Candra ◽  
Acai Sudirman ◽  
Pasaman Silaban
Keyword(s):  
Middle School ◽  
School Culture ◽  
Leadership Style ◽  
Principal Leadership ◽  
Teacher Performance ◽  
Principal Leadership Style ◽  
Quantitative Descriptive ◽  
The Impact ◽  
The Relationship ◽  
Descriptive Method

Tujuan dari penelitian ini untuk menguji dampak gaya kepemimpinan kepala sekolah, budaya sekolah, dan motivasi terhadap kinerja guru di SMP Swasta Sultan Agung Pematangsiantar. Jumlah anggota populasi adalah 31 orang. Oleh karena itu, penelitian ini menggunakan metode deskriptif kuantitatif dengan menggunakan kuesioner atau sensus. Instrumen penelitian dalam penelitian ini adalah kuesioner yang dibagikan secara langsung kepada responden untuk mencari data yang berhubungan dengan penelitian ini. Metode analisis data yang digunakan adalah analisis kuantitatif dan analisis kualitatif. Hasil penelitian dan hasil pengumpulan data menunjukkan bahwa secara parsial, variabel gaya kepemimpinan kepala sekolah berpengaruh signifikan terhadap kinerja guru, variabel budaya sekolah berpengaruh signifikan terhadap kinerja guru, dan variabel motivasi berpengaruh signifikan terhadap kinerja guru. Temuan empiris tersebut mengindikasikan bahwa untuk meningkatkan kinerja guru, maka SMP Swasta Sultan Agung Pematangsiantar perlu memperhatikan faktor-faktor yang mempengaruhi kinerja guru, seperti kepemimpinan kepala sekolah, budaya sekolah, dan motivasi.  Dengan mengetahui pengaruh hubungan tersebut dapat dijadikan sebagai parameter untuk merancang strategi dimasa yang akan datang guna meningkatkan kinerja guru. AbstractThis study aims to examine the impact of principals' leadership style, school culture, and motivation on teacher performance at Sultan Agung Pematangsiantar Middle School. The number of members of the population is 31 people. Therefore, this study uses a quantitative descriptive method using a questionnaire or census. The research instrument in this study is a questionnaire that was distributed directly to respondents to look for data related to this study. The data analysis method used is the quantitative analysis and qualitative analysis. The results of the study and the results of data collection showed that partially, the principal leadership style variable had a significant effect on teacher performance, the school culture variable had a significant effect on teacher performance, and the motivation variable had a significant effect on teacher performance. The empirical findings indicate that to improve teacher performance, Sultan Agung Pematangsiantar Middle School needs to pay attention to the factors that influence teacher performance, such as principals' leadership, school culture, and motivation. Because by knowing the effect of the relationship can be used as a parameter to design a strategy in the future to improve teacher performance.

scholarly journals The Influence of Leadership and Achievement Motivation on the Performance of Social Sciences Teachers at Private Junior High School Pekanbaru

2020 ◽  
Vol 4 (4) ◽  
pp. 785
Author(s):  
Nina Febriana ◽  
Syakdanur Syakdanur ◽  
Henny Indrawati
Keyword(s):  
High School ◽  
Social Studies ◽  
Achievement Motivation ◽  
Principal Leadership ◽  
Junior High School ◽  
Junior High ◽  
Teacher Performance ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Social Studies Teachers

This study aims to identify and analyze the influence of leadership and achievement motivation on the performance of social studies (IPS) teachers at Pekanbaru Private Junior High School. The total population was 129 teachers. A sample of 32 people was obtained using a proportional random sampling technique. Data were collected by means of a questionnaire, then analyzed by descriptive analysis and path analysis. The results of the study found: (1) the leadership of the principal has an effect on the achievement motivation of social studies teachers at Pekanbaru Private Junior High School. The meaning of good leadership will be able to increase the achievement motivation of IPS teachers; (2) the leadership of the principal has a direct and indirect effect on teacher performance through the achievement motivation of social studies teachers at Pekanbaru Private Middle School. The meaning of principal leadership can improve teacher performance by increasing the achievement motivation of social studies teachers; and (3) achievement motivation has an effect on the performance of social studies teachers. The meaning of good achievement motivation will be able to improve the performance of social studies teachers at Pekanbaru Private Junior High School.

scholarly journals Pengaruh Perilaku Kepemimpinan dan Pengalaman Kerja Kepala Sekolah terhadap Motivasi Berprestasi Guru Agama Islam di SMA Negeri Kota Jambi

2021 ◽  
Vol 6 (2) ◽  
pp. 53-66
Author(s):  
Hazizah ◽  
Mahmud
Keyword(s):  
Achievement Motivation ◽  
Principal Leadership ◽  
Work Experience ◽  
Leadership Behavior ◽  
Survey Methods ◽  
Descriptive Analysis ◽  
Correlation And Regression Analysis ◽  
Teacher Work ◽  
The Relationship ◽  
Simultaneous Influence

This research aims to determine and analyze; (1) description of the principal's leadership behavior and the teacher's work experience towards the motivation of the achievement of religious teachers; (2) influence of the principal's leadership behavior on the motivation of teacher achievement; (3) the relationship between the teacher's work experience and the motivation of the teacher's performance; (4) Influence of the principal's leadership behavior and teacher work experience on the motivation of the teacher's religious achievement. The study used descriptive analysis survey methods, with a sample of 35 religious teachers and used correlation and regression analysis. The results of the study found that the magnitude of the simultaneous influence between the principal's leadership behavior (X1) and the teacher's work experience (X2) on the teacher's achievement motivation (Y) was 0.746 which was classified as weak. Meanwhile, the simultaneous contribution of the variables (X1) and (X2) to (Y) = R2 x100% or 0.7462 x 100% = 55.7% and the remaining 44.3% is determined by other variables. Then the rise and fall or the size of achievement motivation can be predicted through the regression equation: = 19.766 + 0.2213x1 + 0.9734x2. The results of this study can be drawn several sub-conclusions as follows: (1) the magnitude of the influence of the principal's leadership behavior variable (X1) on teacher achievement motivation (Y) is 0.606% while the contribution of the variable (X1) to (Y) is 36.72%. the remaining 63.28% is determined by other variables. (2) the magnitude of the influence of the teacher's work experience (X2) on the teacher's achievement motivation (Y) is 0.746% while the contribution of the variable (X2) to (Y) is 55.65% and the remaining 44.35% is determined by other variables. (3) the magnitude of the relationship between principal leadership behavior (X1) and teacher work experience (X2) is 0.609 then the contribution of variables (X1) and (X2) is 37.09% while the remaining 52.25%.

scholarly journals Hubungan Motivasi Berprestasi, Prilaku Kepemimpinan Kepala Sekolah dan Etos Kerja dengan Kinerja Guru

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Cok Agus Ady Putra ◽  
Made Yudana ◽  
Nyoman Natajaya
Keyword(s):  
School Leadership ◽  
Achievement Motivation ◽  
Principal Leadership ◽  
Work Ethic ◽  
Significant Contribution ◽  
Leadership Behaviors ◽  
Teacher Performance ◽  
Principal Leadership Behaviors ◽  
Work Ethos ◽  
The Relationship

This study aimed to determine: (1) the relationship between achievement motivation with teacher performance, (2) the relationship between principal leadership behaviors with teacher performance, (3) the relationship between the performance of the teachers  work ethic, (4) simultaneous relationship between achievement motivation, school leadership and work ethic with the performance of. This study was designed with a correlational design ex-post facto by using a quantitative approach.The study population was  all teachers in SMA N 1 Kubutambahan. The sample retrieval technique using census study with the number 47. Data were collected by questionnaires. Data were analyzed by multiple regression and partial analysis. The results showed that: (1) there is a significant contribution to the achievement motivation with teacher, (2) there is a significant contribution between principal leadership behaviors with teacher performance, (3) there is a significant contribution to the work ethos of teacher performance, (4) there is a significant contribution between achievement motivation, school leadership behavior, and work ethos simultaneously with the performance of teachers

“He's a Nice Man, but it Doesn't Help”: Principal Leadership, School Culture, and the Status of Deaf Children

2006 ◽  
Vol 16 (3) ◽  
pp. 292-318 ◽  
Author(s):  
Jean T. Slobodzian ◽  
Catherine A. Lugg
Keyword(s):  
School Culture ◽  
Principal Leadership ◽  
Educational Administration ◽  
Leadership Behavior ◽  
Ethnographic Study ◽  
Deaf Children ◽  
Deaf Students ◽  
Students With Special Needs ◽  
The Status ◽  
Caring School Community

Building principals are confronted with a host of challenges, particularly when serving children who live outside of the stereotypical mainstream. This article, drawn from a larger ethnographic study, examines the leadership behavior of one building principal who was the administrator for a program serving deaf and nondeaf children. Although students and teachers saw the principal as a caring and highly skilled administrator who made verbal commitments to building an integrated and caring school community, the school culture was ultimately exclusive. The norms of the dominant nondeaf culture went largely unquestioned, and the deaf students were reminded daily of their diminished status. This article concludes with a discussion of deaf education, educational administration, oppressive niceness, and how leadership practices can be moved toward a social justice ethic for students with special needs in general and for deaf students in particular.

scholarly journals GAYA KEPEMIMPINAN, BUDAYA, DAN KOMPETENSI TERHADAP KEPUASAN KERJA DAN KINERJA GURU SMP SWASTA ISLAM

2021 ◽  
Vol 15 (1) ◽  
pp. 57-72
Author(s):  
Vinnafatun Vinnafatun ◽  
Fathorrahman Fathorrahman ◽  
Mohammad Bukhori
Keyword(s):  
School Culture ◽  
Leadership Style ◽  
Junior High School ◽  
Teacher Performance ◽  
Descriptive Analysis ◽  
Partial Least Square ◽  
Least Square ◽  
Teacher Competence ◽  
Analysis Method ◽  
Culture Influence

This research is to describe the effect of headmaster’s leadership style on teacher’s satisfaction and on teacher’s performance, the effect of school culture on teacher’s satisfaction and on teacher’s performance, the effect of teacher competence on teacher’s satisfaction and on teacher’s performance, the effect of teacher’s satisfaction on teacher’s performance. And also the indirect effect is the effect of headmaster’s leadership style on teacher’s performance through teacher’s satisfaction, the effect of school culture on teacher’s performance through teacher’s satisfaction, and the effect of teacher performance on teacher’s performance through teacher’s satisfaction. The samples are teachers from eleven Private Islamic Junior High School in Malang City. Analysis method is descriptive analysis and Statistic analysis is Partial Least Square technique analysis which using smartPLS 3.0 programme.The result of this research is headmaster’s leadership style influence on teacher’s satisfaction, headmaster’s leadership style do not influence on teacher’s performance, school culture do not influence on teacher’s satisfaction, school culture influence on teacher’s performance, teacher competence influence on teacher’s satisfaction, teacher competence influence on teacher’s performance, teacher’s satisfaction do not influence on teacher’s performance. Teacher’s satisfaction is not be mediate the effect between headmaster’s leadership style, school culture, and teacher competence on teacher’s performance.

scholarly journals Influence of school culture on pedagogical knowledge sharing between an education student and a training teacher

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
Katerina Caskova ◽  
Stefan Chudy
Keyword(s):  
School Culture ◽  
Knowledge Sharing ◽  
Research Question ◽  
Pedagogical Knowledge ◽  
Education Student ◽  
Socialization Process ◽  
Training Teacher ◽  
Culture Influence ◽  
Open Coding ◽  
Sources Of Support

AbstractStudents undergo a demanding socialization process at the beginning of their practice, which they subjectively perceive. At the time of this socialization process, the process of knowledge sharing begins, and this process must include reflection on and explanation of new pedagogical experience if students are to establish suitable conditions for practice. Not only the training teacher but also others who form the so-called school culture may neglect to address new experiences and provide sufficient support. This research aimed to explore the effects of the school culture on a student’s career at the beginning of her teaching and pedagogical knowledge sharing. Based on the results of the analysis, we answered the following research question: “How does the school culture influence a student’s pedagogical knowledge sharing with her training teacher?” We found that the student’s subjective theories should correspond with the school culture; otherwise, the student may leave the profession earlier. In addition, support from colleagues and sufficient explanation (modelling of the teacher’s thoughts) in school practice create a space to share pedagogical knowledge and clarify the student’s doubts about education. We identified the teacher's career, the school culture, and the training teacher as sources of support for the education student. The data were collected via interviews with the use of the “clean language” method and analysed through open coding.

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