The Effect of Working Environment on the Teacher Performance

Abstract

Abstract:This research aims to investigate the effect of the working environment on teachers' performance at MTS Madani Pao-Pao. This research used Quantitative Approach with the Ex-post Facto type. The sample was 12 teachers selected using purposive sampling. The data were collected through a questionnaire with the Likert Scale and then analyzed using descriptive and inferential analyses. The finding indicated a significant influence between the work environment and the teachers' performance. Therefore, the conducive, comfortable, safe, and enjoyable working environment affected the teachers' performance at MTS Madani Pao-Pao. The implication of this research is to inform the principal or leadership to provide a conducive, comfortable, and safe working environment to improve the teachers' performance.Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh lingkungan kerja terhadap kinerja tenaga pendidik di MTs Madani Pao-Pao. Penelitian ini menggunakan Pendekatan Kuantitatif dengan tipe Ex-post Facto. Sampelnya adalah 12 guru yang dipilih dengan menggunakan purposive sampling. Pengumpulan data dilakukan melalui kuesioner dengan Skala Likert kemudian dianalisis menggunakan analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan adanya pengaruh yang signifikan antara lingkungan kerja dengan kinerja tenaga pendidik. Oleh karena itu, lingkungan kerja yang kondusif, nyaman, aman, dan menyenangkan mempengaruhi kinerja para guru di MTs Madani Pao-Pao. Implikasi dari penelitian ini adalah menginformasikan kepada kepala sekolah atau pimpinan untuk menyediakan lingkungan kerja yang kondusif, nyaman, dan aman untuk meningkatkan kinerja guru.

Work Stress, Work Environment, And Teacher Performance In Islamic High Schools

“…Teachers who can complete their tasks well and show their performance are also good. In line with this perspective, performance evaluation depends on fulfilling predefined tasks, achieving work objectives, and demonstrating competence or expertise (Baharuddin, 2021). The dynamics in the educational environment depend on the interaction between educators and students, underscoring teachers' critical role in influencing educational goals' achievement.…”

TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers

“…P1 admitted that he could not achieve higher SAMR stages due to the limited facilities provided by the university at the time he developed his EFL teaching scenario (Table 10) (Baharuddin, 2021;Ladyanna & Aslinda, 2020). The university's internet connection was unstable, which made P1 found difficult to 'modify' the technology for maintaining interactive discussion and feedback sharing between him with the students or between students and students.…”

“…Reflecting on the interview results of P1, the influential factors from the university were the availability of the technological facilities (Ladyanna & Aslinda, 2020), interest in the use of technology (Tang & Chaw, 2015), and the students' capability to follow their lecturer's instructional plan to employ technology in EFL classroom (Nadia, 2020). Similarly, P2 mentioned that a supportive working environment through the openness of colleagues to share best teaching practices and any other problem-solving sharing medium could enhance the participants' professionalism (Baharuddin, 2021). So, the participants' self-motivation to elevate their self-qualification (including DLC), to minimize teaching obstacles (i.e., encountering technostress), and to solve the teaching problems in the classroom were more contributive to their professionalism than their affiliation types.…”

Work Motivation and Psychological Well-Being on Teacher Performance at Perguruan Alkhairaat, Palu, Indonesia

“…According to Briner & Dewberry (2007) and Chotib et al (2020), their performance is influenced by the level of welfare and achievement motivation. Meanwhile, Kuncoro & Dardiri (2017) also Baharuddin (2021) mention that teacher performance is influenced by the work environment, work climate (Hamsa & Rahman, 2019), education and training, and motivation (Handayani, 2017), also work-family conflict, psychological capital, and demography (Nashtya & Baidun, 2017). Despite the various aspects above, the fact is that the mandate of the Undang-Undang has not been resolved even though the regulation that requires that teachers must have the expertise, skills, and abilities in accordance with certain quality standards or norms was passed more than one and a half decades ago.…”

“…Considering that the madrasah teacher are under the auspices of private Islamic educational institution and are under the auspices of Islamic organizations in Indonesia, there are proposals to enrich Islamic behavior and strengthen the psychosocial aspects of Islam from all aspects. All of these efforts are in order to raise their professionalism and performance (Tambak & Sukenti, 2020), increase welfare (Chotib et al, 2020), increase socioeconomic status (Chetty et al, 2014 andJackson et al, 2014), work environment and work climate (Kuncoro & Dardiri, 2017;Baharuddin, 2021;Hamsa & Rahman, 2019), education and training (Handayani, 2017) to pump up their achievement motivation. Many psychological aspects mentioned by Herwanto et al (2018) affect on teacher performance.…”