Pengaruh Kepemimpinan Manajerial Kepala Sekolah, Supervisi Pengawas, Komitmen Berprestasi, Dan Kompetensi Guru Terhadap Kinerja Guru Sma Negeri Di Kota Samarinda

Abstract

The objective of this research is to obtain information concerning the effect of headmaster managerial leadership, supervisory supervision, achievement commitment, teacher competence, toward teacher, performance. The research was conducted in Samarinda City. Survey method apllied in this research which data have been analyzed by path analisis. In this research, teachers have been choosen as unit analysis and 154 samples selected randomly. This research findings are as follows: (1) The managerial leadership of the principal directly affects teacher performance, (2) Supervision of supervisors does not directly affect the performance of teachers, (3) Commitment to achievement directly affect the performance of teachers, (4) Teacher competence has a direct effect on teacher performance, (5) Managerial leadership of the principal has a direct positive effect on teacher competence, (6) Supervision of supervisors does not directly affect the competence of teachers, (7) Commitment to achievement has no direct effect on teacher competence, (8) The managerial leadership of the principal directly influences the achievement commitment, and (9) Supervision of supervisors has no direct effect on achievement commitments.Therefore, the performance of teachers of SMA Negeri in Samarinda City can be improved through headmaster's managerial leadership, achievement commitment and teacher competence, teacher competence can be improved through headmaster's managerial leadership, and achievement commitment can be improved through headmaster's managerial leadership

The Effect of Training on Organizational Commitment Impacts Primary School Teacher Performance in Central Lombok Regency

“…(1) Training has a direct positive and significant effect on organizational commitment, meaning that if programmed training is carried out for teachers automatically, teacher motivation and enthusiasm will increase and ultimately teacher commitment to the school will increase. This is in line with research conducted by (Suriansyah et al, 2020) (2) The quality of education in schools can only rise if teachers are consistently and positively trained, as training has a direct and substantial beneficial influence on teacher performance. Other studies corroborate the findings of this one.…”