VOlUME 05 ISSUE 06 JUNE 2022
1Muhammad Rizkie, 2Ahmad Suriansyah, 3Sulistiyana
1,2,3Master of Educational Administration Program, Lambung Mangkurat University, Banjarmasin 70123, Indonesia
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ABSTRACT:
Teacher performance is defined as a job accomplishment or a person's results based on the quality and quantity acquired in carrying out the obligations assigned to them. Teacher competency, lesson design, learning activities, and learning evaluation are all aspects that affect teacher effectiveness and help students achieve their educational goals. Therefore, the purpose of this study is to investigate at the direct and indirect effects of transformational leadership, quality culture, and work satisfaction on teacher performance. This study is a descriptive correlational study that includes path analysis. A total of 221 participants were included in the study. Data was collected using instruments that tested for validity and reliability, including principals' transformational leadership (26 items), quality culture (23 items), and work satisfaction (22 items), while teacher performance was measured using teacher performance assessment. This research instrument tested the level of validity and reliability using the product moment person correlation test. The research data were analyzed using path analysis to see the direct and indirect effects between variables, by first doing normality, linearity, and homogeneity tests. The results showed that there were direct and indirect effects between the principal's transformational leadership, quality culture, and job satisfaction on teacher performance. The data analysis of this research used path analysis. The results showed that there was an influence of the principals' transformational leadership and quality culture through job satisfaction on teacher performance, either directly or indirectly.
KEYWORDS:principal transformational leadership, quality culture, job satisfaction, teacher performance
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