The Effects of School Principals' Leadership Style, Work Motivation, and Work Discipline on Teacher Pedagogical Competencies

Abstract

This study aimed to elicit data regarding the effect of school administrators' leadership styles, work motivation, and work discipline on teacher pedagogical competency. This study employs a quantitative methodology. The researchers conducted a quantitative study to demonstrate the effect of the principal's leadership style, work motivation, and work discipline on the pedagogical competency of teachers at SMA Negeri 1 Badar, Aceh Tenggara Regency. The findings indicate that principal leadership has a considerable effect on teacher performance and that teacher work motivation greatly affects teacher performance. Principal leadership and teacher work motivation have a major impact on teacher performance. The purpose of this study was to elicit data regarding the effect of school administrators' leadership styles, work motivation, and work discipline on teacher pedagogic competency. This study employs a quantitative methodology. The researchers conducted a quantitative study to demonstrate the effect of the principal's leadership style, work motivation, and work discipline on the pedagogical competency of teachers at SMA Negeri 1 Badar, Aceh Tenggara Regency. The findings indicated that principal leadership has a substantial effect on teacher performance, that teacher work motivation has a significant effect on teacher performance, and that principal leadership and teacher work motivation significantly affect teacher performance.

Pengaruh Motivasi Kerja Guru terhadap Hasil Belajar Mengajar SMA Semen Padang

“…Populasi dalam penelitian ini adalah semua guru dan pegawai yang ada di SMA Semen Padang. Sampel yang diambil sebanyak 35 responden dengan pengalaman kerja minimal 2 tahun [17]. Pengambilan sampel menggunakan teknik purposive sampling [18].…”

Bibliometric Mapping: Development of Pedagogical Competency Research in Community Education

“…The advancement of information and communication technologies has increased access to information and educational resources. To fully realize the potential of modern technology, educators must have digital competencies such as comprehending the usage of technical equipment, evaluating digital materials, and being able to teach online or incorporate technology into face-to-face teaching (Dalimunthe & Suranto, 2022;Mutia et al, 2021). Furthermore, the advancement of pedagogical competency studies emphasizes the significance of a learner-centered learning strategy.…”