PENGARUH KOMPETENSI, MOTIVASI DAN PEMBINAAN KEPALA SEKOLAH TERHADAP KINERJA GURU GUGUS 17 SINGKAWANG

Abstract

This study aims to analyze the partial and simultaneous effects of competence, motivation, and principal coaching on teacher performance in Gugus 17 Singkawang (comprising SDN 92 Singkawang, SDN 83 Singkawang, and SDN 86 Singkawang). A quantitative research approach with a descriptive-verificative method was employed. The population consisted of all 40 teachers in Gugus 17 Singkawang, with data collected using a saturated sampling (census) technique (N = 40). Data were gathered through a 5-point Likert scale questionnaire validated for accuracy and reliability. Data processing was conducted using IBM SPSS Statistics 26, encompassing classical assumption tests (normality, multicollinearity, heteroscedasticity, and autocorrelation), multiple linear regression analysis, partial t-tests, simultaneous F-tests, and coefficient of determination (R²) analysis. The results revealed that: (1) Competence has a positive and significant effect on teacher performance (B = 0.266, t = 2.322, p = 0.026 < 0.05); (2) Motivation has a positive and significant effect on teacher performance (B = 0.563, t = 4.410, p = 0.000 < 0.05), serving as the most dominant predictor; (3) Principal coaching has a positive and significant effect on teacher performance (B = 0.296, t = 2.729, p = 0.010 < 0.05); and (4) Simultaneously, competence, motivation, and principal coaching significantly influence teacher performance with an F_value of 19.185 (p = 0.000 < 0.05) and a coefficient of determination R² of 0.615 (61.5%). Enhancing educator performance requires fostering work motivation, supportive principal supervision, and continuous competence development.

Keywords: Competence, Motivation, Principal Coaching, Teacher Performance, Gugus 17 Singkawang