IMPROVING TEACHER PERFORMANCE THROUGH STRENGTHENING TRANSFORMATIONAL LEADERSHIP, PEDAGOGICAL COMPETENCE AND ORGANIZATIONAL COMMITMENT (EMPIRICAL STUDY USING CORRELATIONAL APPROACH AND SITOREM ANALYSIS IN PAUD TEACHERS IN BOGOR CITY, WEST JAVA PROVINCE)

Authors

  • Ade Sunaryo, Soewarto Hardhienata, Eka Suhardi, Junaedi, Efrita Norman, Faisal Salistia

Abstract

Teacher performance is an important element related to the main tasks, functions and responsibilities of teachers in managing. However, lack of understanding of learning methods and not optimal service to students is one of the causes of low teacher performance. Therefore, the performance of teachers in PAUD is interesting to research.

This research aims to analyze and find efforts how teacher performance can be improved by examining the relationship between teacher performance with other variables. Other variables are transformational leadership, pedagogical competence, and organizational commitment.

The research was conducted using correlational statistical methods to determine whether other variables, namely transformational leadership, pedagogical competence, and organizational commitment have a positive relationship with teacher performance. Based on these results, an analysis is then performed using the Sitorem Method to derive recommendations and determine the order of priority for the improvements needed. The research was conducted on accredited PAUD teachers in Bogor City, with a population of 655 teachers and a sample of 249 teachers.

The results showed that there was a positive relationship between transformational leadership and the strength of the relationship ry1 = 0.525; there was a positive relationship between pedagogical competence with teacher performance with the strength of the relationship ry2 = 0.133; and there

was a positive relationship between organizational commitment with teacher performance with the strength of the relationship ry3 = 0.641. This shows that teacher performance can be improved through strengthening transformational leadership, pedagogical competence, and organizational commitment as well as from the performance component of the teacher itself.

The results of the Sitorem Analysis show that the transformational leadership component, organizational commitment and teacher performance were found to be 3 indicators maintained, namely: (1) Work Ability (2) Work Quality and (3) Idealized Influence. While the components that still need to be improved, there are 16 components which order the priority of improvement as follows: (1) Sustainable Commitment (2) Affective Commitment (3) Normative Commitment (4) Inspirational Motivation (5) Intellectual Stimulation (6) Individualized Consideration (7) Mastery Characteristics of Students (8) Development of Potential Students (9) Mastery of Learning Theories and Principles (10) Communication with Students (11) Learning Activities (12) Assessment  and Evaluation (13) Curriculum Development (14) Work Creativity (15) Speed and Work Accuracy and (16) Evaluation of Progress of Learning Outcomes.

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Published

2020-12-01

How to Cite

Ade Sunaryo, Soewarto Hardhienata, Eka Suhardi, Junaedi, Efrita Norman, Faisal Salistia. (2020). IMPROVING TEACHER PERFORMANCE THROUGH STRENGTHENING TRANSFORMATIONAL LEADERSHIP, PEDAGOGICAL COMPETENCE AND ORGANIZATIONAL COMMITMENT (EMPIRICAL STUDY USING CORRELATIONAL APPROACH AND SITOREM ANALYSIS IN PAUD TEACHERS IN BOGOR CITY, WEST JAVA PROVINCE). PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(6), 7795 - 7803. Retrieved from http://mail.palarch.nl/index.php/jae/article/view/2155