EM 10 (2) (2021) 273-283

Educational Management

[Link]

Effect of Principal Leadership, School Culture and Pedagogic

Competence Through Work Motivation on Teachers Performance

Benii Ardliana, Rusdarti Rusdarti, Tri Suminar

Universitas Negeri Semarang, Indonesia

Article Info Abstract

________________ ___________________________________________________________________
Article History: The purpose of this research is to analyze the direct and indirect effect of the
Article History: principal leadership, school culture and teacher pedagogic competence on
Recived 03th April teacher performance through work motivation as an intervening variable. This
2021 research employs a quantitative approach with path analysis as the data
Accepted 28th July
analysis. The sample of this research is 114 teachers, consisting of 8 public high
2021
schools in Pati Regency and taken using proportionated cluster random
Published 15th August
sampling. Questionnaires were used as the research instrument. The results
2021
show that leadership, school culture, teacher pedagogical competence, and
work motivation directly affected teacher performance. While on the indirect
________________ effect, work motivation was able to mediate the effect of leadership, school
Keywords: culture and pedagogic competence on teacher performance. The conclusion is
Leadership, Pedagogic that there is a direct effect of principal leadership, school culture and teacher
Competence, School pedagogic competence on teacher performance, and indirectly, work
Culture, Teacher motivation is able to mediate the effect of the independent variables to the
Performance dependent one.
____________________


Correspondence Address: p-ISSN 2252-7001
Kampus Unnes Jl. Kelud Utara III Semarang 50237, Indonesia
e-ISSN 2502-454X
E-mail: beniiardliana@[Link]



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INTRODUCTION educational institution (school) to find out the

causes of the low performance of teachers. There
Education is essentially an empowerment needs to be more attention to teacher
process to uncover the potential that exists in performance by carrying out various activities to
humans as individuals, who can contribute to improve teacher performance on an ongoing
local and global communities. Teachers are the basis so that the plans can be realized. Several
main actors in determining and supporting the factors could cause the low performance of
success of an education in a school, considering teachers including the leadership of the
that a teacher has a vital role, as stated in Law principal, school culture, teacher competence
Number 14 of 2005 concerning Teachers and and others (Kasmir, 2018).
Lecturers, that is teachers as learning agents Principal leadership is one of the factors
must play a role of facilitators, motivators, that can lead to low teacher performance. The
motivators, learning engineers, and learning principal is an important element in the school
inspirations for students. because it has a role in carrying out school
Each school strives to improve teacher programs or activities and achieving school
performance. This is because teacher goals. As a manager or leader, the principal has
performance underlies the achievement of high- duties and responsibilities to the institution he
quality education. Teacher performance is the leads in the process of managing, empowering
result or achievement of teachers’ work that has and coordinating activities optimally with all the
been carried out in planning, implementing, and potential that exists in the school in order to
evaluating learning in order to create excellent obtain maximum results.
learners. Good teacher performance will The results of Achmadi's research (2012)
certainly produce good output as well. showed there was a positive and significant
In line with the results of Dewi's research relationship between the principal's leadership
(2019) which showed that good teacher and teacher performance. Likewise, the research
performance could improve student learning conducted by Azis & Suwatno (2019) showed
achievement with teachers’ behavior in there was a positive and significant impact on
attracting students' attention to learning. teacher performance. The role of the principal
Likewise, the results of Asmawati's research has a very important influence because without
(2017) showed that teacher performance affects strong leadership the process of improving
student learning outcomes as evidenced by the teacher performance cannot be carried out and
increase in students’ scores. Teacher realized (Carudin, 2011). However, the results of
performance in the form of teaching experience, this study were different from those of Giantoro
teacher ability in planning, implementing and et al. (2019) which showed that leadership had
evaluating learning aspects has an important role no effect on teacher performance. This is based
in improving student learning achievement. on the perception of teachers who stated that the
Today, the performance of teachers in principal cannot work alone in carrying out his
Indonesia is still not optimal. It is proven that duties and functions as a leader, but requires a
around 39% of teachers in Indonesia have not school organization that is built structurally, so
met the standards of academic qualifications as that teacher performance can be influenced by
educators (Kemendikbud, 2019). Another factor various things, not directly by the principal's
that causes low teacher performance is teachers’ leadership.
welfare. Many teachers have more than one Another factor that affects teacher
profession for the reason that teachers salary is performance is the school's organizational
inadequate to provide life necessities culture. Organizational culture is a climate that
(Febriantina et al., 2018). exists in an organization with values and norms
Various problems regarding teacher that can influence the behavior and acts of
performance require efforts from every organization members. Organizational culture is
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very closely related to schools because it is able

to have an impact on every activity carried out
in schools. Additionally, it is also a
characteristic of schools that can be seen based
on the values that are implemented and the
behavior displayed by all school members
Figure 1. UKG Data for Pati Regency
(Handayani & Rasyid, 2015).
The results of the research by Febriantina Based on the data in Figure 1., it can be
et al. (2018) whose research results showed that explained that the results of the high school
organizational culture had not run well in teacher competency test in Pati Regency have a
schools because there were still many teachers score of 70.32. Meanwhile, pedagogic
who violated school regulations such as arriving competence has a score of 56.81 and
late and lack of teamwork in several school professional competence has a score of 66.08.
activities. These issues should not happen Referring to the average score of 63.3, pedagogic
because they will hinder the process of competence is still below the average. Therefore,
implementing an effective and optimal school it can be concluded that, there are still teachers
culture. A teacher should be a model for who have not yet performed optimally. Various
students and others to be able to exercise timely elements cause the low competence of teachers
discipline behaviors in every school activity, based on the test results obtained. Likewise, the
including arriving at school. obstacles that affect the performance of teachers,
The factor of teacher competency can also for example, are related to the established
affect teacher performance. Teacher competence regulations, including the unpreparedness of
is an ability that every teacher needs to have in teachers when teaching.
carrying out their role as educators. The quality Based on the results of interviews with
of learning can also be determined by the principals in several schools in Pati Regency,
competence of teachers. But the fact is that there are still teachers who are lacking in their
teacher competence still has a value below the pedagogical abilities or competencies. This is
national standard that has been set. based on the teacher's lack of ability in
Region-wise, especially in Pati Regency, managing learning activities, such as providing
the average results of the Teacher Competency the administration of teaching and learning
Test (UKG) are still in the less-than-optimal activities, or in the learning process in the
category. This can be seen from the competency classroom.
test scores obtained which are still below the Less-than-optimal teacher performance in
specified minimum standard. The following are the field is still to be found, but the percentage is
the results of the Teacher Competency Test getting smaller. There are also teachers who
(UKG) in Pati Regency as shown in Figure 1. have difficulty in making lesson plans; this is
shown when they were asked to submit the
lesson plans that were collected by the previous
devices. This is in accordance with Hesti &
Kartowaringan (2019) statement which said that
the change of the minister of education and
changes in curriculum have not been able to
answer the problem of the low quality of
education in Indonesia, especially those related
to teacher professionalism.
Teacher performance can also be
influenced by other factors, namely work
motivation. This is in line with the research
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conducted by Habibi (2015) which showed that amounting to 569 people from 8 schools. The
work motivation had a positive and significant number of samples taken was 20% of the total
impact on teacher performance. Likewise, this is population so as to get a sample of 114 people.
in accordance with the research conducted by The sampling technique used in this research is
Keizer & Pringgabayu (2017) which showed that the Proportionated Cluster Random Sampling
work motivation affected teacher performance. technique which was taken based on the level or
Like the research of Astiti et al. (2019) whose strata of the State Senior High School (SMA) in
results showed that teacher work motivation had Pati Regency.
a positive and significant impact on teacher This research data collection technique
performance. The demands on the duties and utilized a closed questionnaire consisting of the
responsibilities of teachers—it seems—would be principal leadership instruments (20 items),
difficult to fulfill, when the psychological school culture (19 items), teacher pedagogic
conditions or motivation felt by the teacher are competence (20 items), work motivation (21
not supportive, because basically teacher items) and teacher performance (33 items). The
performance requires concentration and scoring technique used a Likert Scale which
enthusiasm at work, and this will be realized if includes the choices of Strongly Agree (score of
the teacher has high motivation in carrying out 5), Agree (score of 4), Doubtful (score of 3),
his tasks (Keizer & Pringgabayu, 2017). Slightly Disagree (score of 2), Disagree (score of
Based on the results of interviews with 1). Data collection was carried out online using
principals in several schools, data were obtained Google Forms due to the Covid-19 pandemic
that there are still teachers who did not prepare restrictions which did not allow researcher to
teaching tools completely, such as daily collect data directly in the field.
implementation plans, attendance, content The test analysis used is the prerequisite
outline, improvement programs, and KKM test related to the validity test, reliability test,
analysis. This shows that the teachers’ work normality test, linearity test, heteroscedasticity
motivation is still low and of course this will test, multicollinearity test. The hypothesis test
have an impact on the results or performance of made use of path analysis technique which
the teacher and have an impact on student includes direct effect test (coefficient of
learning outcomes. Therefore, it is necessary to determination test, T test) and indirect effect test
increase teacher performance because it is a with Sobel test.
driving factor for teachers to carry out their
professional duties. RESULTS AND DISCUSSION
Based on the description of the
background above, the researcher is interested in The research hypothesis test aims to
studying how the principal leadership, school determine whether the independent variables
culture and teacher pedagogic competence affect have a direct effect on the intervening, and
teacher performance through work motivation. whether the intervening variables do so on the
dependent variable; as well as the indirect effect
METHODS the independent variables have on the dependent
variable through the intervening variable using
This research employs a quantitative path analysis with the help of the IBM SPSS
approach with path analysis techniques. Path 24.0 program. The hypothesis criteria (Ha) are
accepted if the value of direct effect either
analysis is used because there are intervening
simultaneously (F-count) or partially (t-count) is
variables in this study. As according to Ghozali
Sig. 0.05.
(2011: 249) that path analysis is used to test the
effect of the intervening variable.
The population in this study were teachers Direct Effect Analysis
of public high schools in Pati Regency,
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The direct effect analysis aims to see (2012); and Azis & Suwatno (2019) showed that
whether or not there is a direct effect between the principal leadership affected teacher
the variables of principal leadership, school performance.
culture, pedagogic competence and work The results of this study are related to the
motivation on teacher performance. The results leadership state of the principals at Pati public
of the direct influence analysis can be seen in senior high schools, the teachers feel that the
Table 1. principals have a good personality or social
competence towards all elements of the school
Table 1. The Result of Direct Effect Analysis and community. This is evident from the
Variables t Sig. communication built between the principals and
Principal Leadership 6.662 .000 employees or teachers as well as between the
School Culture 7.610 .000 principals and the surrounding community. In
Teacher Pedagogic 9.639 .000 addition, the principals at Pati public senior high
Competence schools are also considered to have good
Work Motivation 11.253 .000 managerial skills, as evidenced by the teachers’
Dependent variable: Teacher Performance responses which state that the principals always
involve teachers in discussing the preparation of
In addition, the results of the coefficient of school programs for the development and
determination test for all independent variables progress of school at Pati public senior high
on the dependent variable are as presented in schools.
Table 2. Additionally, the leadership of the
principals of Pati public senior high schools can
Table 2. The Result of The Coefficient of also be seen from their ability to carry out
Determination Test supervision. The principals are able to carry out
Variables R2 supervision based on appropriate procedures,
Principal Leadership 0,277 carry out monitoring, evaluation and
School Culture 0,335 educational programs and the principals are also
Teacher Pedagogic Competence 0,449 able to provide feedback in the form of follow-up
Work Motivation 0,526 to the results of supervision such as involving
teachers in participating in workshops or
The Effect of Principal Leadership on Teacher training activities and other activities.
Performance
The results show that the principal The Effect of School Culture on Teacher
leadership variable directly affects teacher Performance
performance with the value of Sig. of 0.000 (< The results of the study indicate that the
0.05) and the value of t-count > t-table (6.662 > school culture variable directly affects teacher
1.98). Furthermore, it is known that the value of performance with the value of Sig. of 0.000 (<
the coefficient of determination (R2) is 0.277, 0.05) and the value of t-count > t-table (7.610 >
which means that the contribution of the effect 1.98). Furthermore, the value of the coefficient
of the principal leadership on teacher of determination (R2) is 0.335, which means
performance is 27.7% while the remaining that the contribution of the effect of school
72.3% is influenced by other factors not culture on teacher performance is 33.5% while
examined. the remaining 66.5% is influenced by other
This is in accordance with the results of factors.
research conducted by Zubaidah (2016); and This is in line with the results of research
Wilson (2017) which showed that principal conducted by Antariksa (2020); Ujiarto et al.
leadership had an effect on teacher performance. (2017) which showed that school culture had an
Likewise, the results of research by Achmadi effect on teacher performance. Likewise, the
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results of Darmawan's research (2019); and Teachers also always carry out their duties with
Umar & Lantara (2017) showed that teacher pride in providing an objective assessment of
performance was positively and significantly each student's work.
influenced by school culture. The culture or work climate at Pati public
The results of this study indicate that the senior high schools also shows that teachers
school culture that has been running at Pati always encourage students to learn and pursue
public senior high schools is positive. This is achievements for students who have their own
evident from the response of teachers who think problems. Moreover, teachers always prioritize
that school culture has been implemented discussion and cooperation in carrying out
properly in carrying out the education process in certain tasks to achieve school goals.
schools. This can be seen from the freedom and
opportunity given to take initiative at school The Effect of Teacher Pedagogic Competence
which include school residents being on time at on Teacher Performance
school, sanctions given to students if they do not The results show that the teacher
complete school assignments, reprimands for pedagogic competence variable directly affects
teachers who lack discipline in teaching and teacher performance with the value of Sig. of
study groups in classrooms to encourage 0.000 (< 0.05) and the value of t-count > t-table
students to excel. (9.639 > 1.98). Furthermore, the value of the
Moreover, the school culture created at coefficient of determination (R2) is 0.449, which
Pati public senior high schools, especially in means that the contribution of the effect of
terms of control, encouraged competitiveness in teacher pedagogic competence on teacher
teaching, awards to be given to outstanding performance is 44.9% while the remaining
students, academic guidance from the principals, 55.1% is influenced by other factors.
conducive work climate, and implementation of This is consistent with the results of
a curriculum that is in accordance with the research conducted by Febriantina et al. (2018);
development of science and technology. Another and Habibi et al. (2018) which showed that
thing is related to feelings of pride in work, school culture affected teacher performance.
where teachers are always noticed by the Likewise, the results of research by Handayani
principals, awards are given by the principals for & Rasyid (2015); Hasim & Amiruddin (2019)
outstanding teachers and other achievement. showed that there was a positive and significant
Furthermore, the teachers also take a influence between principal leadership and
cooperative attitude in achieving goals, teacher performance.
including overcoming problematic students. The results of this study indicate that the
The school culture at Pati public senior pedagogic competence possessed by the teachers
high schools shows that teachers feel that the is sound. This is clearly seen in their ability to
school culture or work climate at school has master the characteristics of students such as
been going well. This is evident from the understanding the intellectual, social, emotional,
freedom and opportunity to take initiatives that moral, spiritual and socio-cultural backgrounds.
are carried out well at school such as the Teachers are also able to identify problems or
punctuality of school residents to attend school, learning difficulties experienced by students in
the opportunities given to students to spur their the subjects being taught so that teachers can
learning achievement, there is the application of adjust or try to resolve these problems. Another
sanctions for any problems made to both thing is that teachers are also able to understand
students and teachers. In addition, on the learning theories and principles such as their
indicators of pride at work, teachers also feel ability to apply various approaches, strategies,
proud of the attention given by the principals to methods, and learning techniques that creatively
every achievement by giving awards and always educate in the subjects they teach, as well as
paying attention to teachers’ promotions.
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their ability to design good, educational Accordant with the research conducted by
learning. Anis & Sutomo (2016) which showed that work
Another pedagogic competence shown by motivation affected teacher performance
teachers at Pati public senior high schools is positively and significantly. Likewise, the results
related to their ability to develop curriculum. of research by Ekowati et al. (2018); Firmawati
This can be seen from their ability to determine & Nasir (2017); and Kiruja & Mukuru (2013)
the learning objectives being taught, their ability indicated that work motivation affected teacher
to determine the appropriate learning experience performance. However, those are different from
to achieve the learning objectives being taught the results of Suyatno's research (2019); and
and their ability to choose teaching materials Sumaryanto (2012) which showed that work
that are related to the learning experience and motivation had no effect on teacher
learning objectives. performance.
In addition, the teachers are also able to The results show that teachers at Pati
facilitate the development of the students’ public senior high schools already have ample
potential which can be seen from their ability to motivation to improve their performance. This is
provide various learning activities to encourage related to the responsibility in carrying out tasks
students to achieve optimal performance, their that are on target, namely by being responsible
ability to provide various learning activities to for the tasks assigned and completing them
realize students potential, including their according to priorities. Additionally, related to
creativity and ability to organize learning independence and pleasantness at work, it shows
materials correctly in accordance with the that teachers always have the initiative to carry
approach. Teachers are also able to utilize the out tasks independently, take part in providing
results of assessments and evaluations for ideas for school progress, and they feel happy to
learning purposes such as their ability to use work in a work environment that supports their
information on assessment and evaluation work activities.
results to determine learning proficiency, their
ability to use assessment and evaluation results Direct Effect Analysis
to design remedial and enrichment programs, The indirect effect analysis aims to see
their ability to communicate assessment and whether or not there is an indirect effect between
evaluation results to stakeholders, their ability to the variables of the principal leadership, school
utilize information on the results of assessment culture and teacher pedagogic competence on
and evaluation to improve the quality of the teacher performance variable through the
learning and their ability to conduct classroom variable of work motivation as an intervening
action research to improve the quality of variable.
learning in the subjects taught.
The Effect of Principal Leadership on Teacher
The Effect of Work Motivation on Teacher Performance Through Work Motivation
Performance The results of calculating the mediating
The results showed that the work role of work motivation on the influence of
motivation variable directly affects teacher principal leadership on teacher performance at
performance with the value of Sig. of 0.000 (< Pati public senior high schools indicate that
0.05) and the value of t-count > t-table (11.253 > work motivation is significantly able to play a
1.98). Furthermore, the value of the coefficient role as a mediator. This can be seen from the
of determination (R2) is 0.526, which means resulting Sobel test statistical value of
that the contribution of work motivation to 5.70676582 with a two-tailed probability p-value
teacher performance is 52.6% while the of 0.0000001 and a one-tailed probability p-value
remaining 47.4% is influenced by other factors. of 0.0000001 at a significance level of p = 0.05.

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The details of the statistical test result of one-tailed probability p-value of 0.0 at a
indirect influence using the Sobel test (Tabel 3). significance level of p = 0.05.
The details of the statistical test result of
Table 3. Sobel Test Result of The Leadership indirect influence using the Sobel test (Table 4).
Effect on Teacher Performance
Statistical Test Z-table Table 4. Sobel Test Result of The School
Sobel Test P-Value Culture Effect on Teacher Performance
5.7067 0.000 1.98 Statistical Test Z-table
Sobel Test P-Value
Consistent with the results of research by 5.775 0.000 1.98
Ekowati et al. (2018); and Muna et al. (2020)
which showed that school leadership had an This is in line with the results of Caksana's
influence on teacher performance through work research (2019) which showed that work
motivation. Similarly, the results of Agung's motivation was able to mediate the effect of
research (2015) showed that work motivation work environment on teacher performance.
was able to mediate the effect of principal Similarly, the results of Al-Ayyubi's research
leadership on teacher performance. (2019); and Kultsum (2017) showed that work
The results obtained indicate that better motivation was able to mediate the effect of
leadership of the principal will have an impact organizational culture on employee
on increasing teacher work motivation, which is performance. However, those are different from
expected to improve teacher performance at Pati the results of research by Ahmadi (2013) which
public senior high schools. This is because work indicated that work motivation was not able to
motivation has mediated the effect of principal mediate the effect of school culture on teacher
leadership on teacher performance. This is in performance.
accordance with Gibson's theory cited by The results of this study indicate that the
Supardi (2013), which states that teacher leadership of school principals who have good
performance is influenced by three groups of personality, managerial abilities, and social
variables, namely: individual variables (ability skills, will indirectly improve teacher
and skills, background, and demographics), performance if mediated by work motivation
organizational variables (resources, leadership, such as responsibility for carrying out tasks,
rewards, structure and job design) and being independent and enjoying work, and
psychological variables (perception, attitude, having the opportunity to pursue achievement
personality, learning, motivation, job and promotion as well as obtaining recognition
satisfaction and work climate). The for the performance that has been done. The
organizational variable in this study is school culture created so far at the Pati public
represented by principal leadership, while the senior high schools has been felt to be going well
psychological variable is represented by work because all elements of the school are able to
motivation. carry out their respective duties and
The Effect of School Culture on Teacher responsibilities well and are able to carry out
Performance through Work Motivation effective communication between the principals
The results of calculating the mediating and teachers, teachers and teachers, as well as
role of work motivation on the effect of school teachers and students.
culture on teacher performance at Pati public Therefore, the role of all parties in
senior high schools indicate that work implementing a conducive school culture or
motivation is significantly able to play a role as a work environment is very important in achieving
mediator. This can be seen from the resulting school goals properly. These results indicate that
Sobel Test Statistic value of 5.77561 with a two- an organizational culture that can create a sense
tailed probability p-value of 0.0000001 and a of comfort at work can support employees in
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completing their tasks well. Employees who are teacher performance in Pati Regency through
motivated by a healthy and safe work work motivation.
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