The Influence of Principal's Leadership Style and Work Motivation on Teacher Performance at SMK Negeri 2 Tebing Tinggi

Abstract

This research uses a quantitative approach, where the symptoms will be measured using numbers. The results of this study, the multiple linear regression equation Y = 15,676 + 0.681X1 - 0.080X2. This means that the principal's leadership style variables and motivation have a significant relationship with teacher performance at SMK Negeri 2 Tebing Tinggi. The coefficient determinant of R² is 0.502 or 50.2%. This means that the Principal leadership style variable (X1) and motivation (X2) can explain the teacher performance variable (Y) by 50.2%, the remaining 49.8% (100% - 50.2%) is explained by other variables that not included in this study such as reward, punishment, communication, education level, years of service, work absenteeism rates, etc., which were not thorough in this study. After testing the hypothesis that the calculated value of 5.529 was obtained. With α = 5%, dk = 46-3 = 43 obtained a table value of 1.681. From these figures it can be seen that tcount (5.529) > ttable (1.681), as well as the significance value of 0.00 <0.05, it can be concluded if the hypothesis is accepted. After testing the hypothesis that the t-value is -0.925. With α = 5%, dk = 46-3 = 43 obtained a table value of 1.681. From these figures it can be seen that tcount (-0.925) < ttable (1.681), as well as the significance value of 0.360 > 0.05, it can be concluded if the hypothesis is rejected. The third hypothesis proposed states that there is an influence of the Principal's leadership style and motivation on teacher performance at SMK Negeri 2 Tebing Tinggi. After being tested the Fcount value was 23.703. With α = 5%, df1 = 3, df2 = 46-3 = 43 the Ftable value of 2.82 is obtained. From these figures it can be seen that Fcount (23.703) > Ftable (3.26), as well as the significance value of 0.000b < 0.05, it can be concluded that the hypothesis is accepted

The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment

“…Furthermore, commitment is an intervening variable in the influence of school-based management on teacher performance ( Haitami et al, 2022 ). The influence of the principal on teachers is indeed profound ( Albuni, 2022 ; Chomariah et al, 2022 ; Nizar, 2021 ; Nurhasyim et al, 2021 ; Timang et al, 2021 ), The principal’s capability to manage schools has a bearing on teacher performance ( Fatkurinah, 2020 ; Suhardi, 2019 ). In the final analysis, teachers who demonstrate high commitment are likely to exhibit high performance, as indicated in a study involving 93 teachers, which revealed the impact of teacher compensation and commitment on teacher performance ( Setiawan et al, 2020 ).…”