Developing A Teacher Performance Model: The Impact Of Principal Support On Teacher Performance By Mediating Organizational Commitment, Teacher Competence, And Teacher Attitudes

Abstract

This study aims to determine and analyze the direct and indirect effects of the variables of principal support, organizational commitment, teacher competence, and teacher attitudes on the performance of state junior high school teachers in Malang, Indonesia. The research design in this study uses explanatory quantitative and data collection techniques using questionnaires that have met the requirements of the validity and reliability tests and distributed to 271 respondents to explore perceptions of principal support, organizational commitment, teacher competence, and teacher attitude and teacher performance. The data has been collected and analyzed using the Smart PLS 3.0 analysis tool. The results of the analysis show that the support of the principal directly has a positive and significant effect on organizational commitment, teacher competence, and teacher performance, but did not have a direct significant effect on teacher attitudes. Principal support indirectly has a positive and significant effect on teacher performance through organizational commitment and teacher competence. In addition, the support of the principal indirectly has no significant effect on teacher performance through teacher attitudes.