The Influence of Principal Leadership, Teacher Competence, and School Culture on Teacher Performance at Cerdas Bangsa Elementary School Makassar
Keywords:
Principal Leadership, Teacher Competence, School Culture, Teacher Performance, PLS-SEMAbstract
Introduction/Main Objectives: Teacher performance is the main determinant of educational success in the era of disruption. This study aims to analyze the influence of principal leadership, teacher competence, and school culture on teacher performance at Cerdas Bangsa Elementary School Makassar, a private institution with a vision of global excellence.
Background Problems: Preliminary studies indicated a gap between the school's vision and the reality of teacher performance, marked by stagnation in students' problem-solving and technology competencies, as well as a high teacher turnover rate (15% per year). This study was designed to answer what dominant factors influence teacher performance in that school.
Research Methods: This research uses a quantitative causal-associative approach with a survey method. The sample consisted of the entire teacher population of 35 people (saturated sampling). Data were collected through a questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).
Finding/Results: The results showed that (1) school culture has a positive and significant effect on teacher performance; (2) principal leadership has a positive but insignificant effect; (3) teacher competence has a positive but insignificant effect; and (4) simultaneously, these three variables influence teacher performance with a contribution of 51.3%.
Conclusion: School culture is proven to be the main foundation driving teacher performance. Principal leadership needs to transform from an administrative focus to a stronger instructional role, while high teacher competence requires innovative policy stimulation to be converted into superior performance.
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