The Influence of Teacher Professional Attitude, Welfare, Continuous Self-Development, and Job Satisfaction on High School Teachers Performance

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Instruction Pub Date : 2024-01-01 DOI:10.29333/iji.2024.17113a

Tri Murwaningsih

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Abstract

This study aims to determine the influence of teacher professional attitude, teacher welfare, teacher continuous self-development, and teacher job satisfaction on the performance of vocational high school teachers. This quantitative research used a correlational type. The sample of this research encompassed 155 vocational high school teachers, especially business and management teachers in Surakarta Residency, Central Java, Indonesia. The data were collected using a questionnaire which was tested for validity and reliability before being used. This research employed the Structural Equation Modelling analysis technique operated by Linear Structural Relationship. This study found that the teacher's professional attitude affected teacher welfare (t-count 5.27), but did not affect teacher continuous self-development (t-count 1.14), teacher job satisfaction (t-count -0.29), and teacher performance (t-count 0.55). Teacher welfare was confirmed to affect teacher continuous self-development (t-count of 2.94) and job satisfaction (t-count of 2.38), but not influence teacher performance (t-count -0.59). However, teacher continuous self-development was proven not to impact teacher job satisfaction (t-count value of 0.21) but impacted teacher performance (t-count value of 2.40). Meanwhile, job satisfaction had no impact on teacher performance (the t-count value of 1.53). The findings of this study can be used by policymakers to pay attention to improving teacher performance to the maximum and further researchers can examine other factors affecting teacher performance. Keywords: continuous self-development, job satisfaction, professional attitude, teacher performance, teacher welfare, vocational high school

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教师职业态度、福利、持续自我发展和工作满意度对高中教师绩效的影响

本研究旨在确定教师职业态度、教师福利、教师持续自我发展和教师工作满意度对职业高中教师绩效的影响。本定量研究采用相关类型。研究样本包括 155 名职业高中教师，尤其是印尼中爪哇省苏腊卡尔塔居住区的商业和管理教师。数据是通过问卷收集的，问卷在使用前经过了有效性和可靠性测试。本研究采用了线性结构关系的结构方程模型分析技术。研究发现，教师职业态度影响教师福利（t 值为 5.27），但不影响教师的持续自我发展（t 值为 1.14）、教师工作满意度（t 值为 -0.29）和教师绩效（t 值为 0.55）。教师福利被证实会影响教师的持续自我发展（t 值为 2.94）和工作满意度（t 值为 2.38），但不会影响教师的绩效（t 值为 -0.59）。然而，事实证明，教师的持续自我发展对教师的工作满意度没有影响（t 值为 0.21），但对教师的绩效有影响（t 值为 2.40）。同时，工作满意度对教师绩效没有影响（t 计数值为 1.53）。本研究的结果可供决策者参考，以最大限度地关注教师绩效的提高，研究人员也可进一步研究影响教师绩效的其他因素。关键词：持续自我发展；工作满意度；职业态度；教师绩效；教师福利；职业高中

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-

自引率

38.90%

发文量

244

审稿时长

12 weeks

期刊介绍： nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.