Principal Supervision, Teacher Competencies, And Achievement Motivation Effects on the Performance of Kindergarten Teachers: An Evidence from Indonesia

Authors

  • Muliati Department of Educational Science, Universitas Negeri Makassar, Indonesia
  • Hamsu Abdul Gani Department of Engineering, Universitas Negeri Makassar, Indonesia
  • Abdul Saman Department of Educational Science, Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.24203/ajas.v10i2.6893

Keywords:

teacher performance, principal supervision, teacher competence, achievement motivation

Abstract

One of the determinants of the success of education is the quality of its teachers. The quality of these teachers can be seen from how well the teachers' performance in the learning process at school. This study aims to determine the effect of principal supervision, teacher competence, and achievement motivation on the performance of kindergarten teachers in Parepare City, Indonesia. The design used in this study was ex-post facto using an instrument in the form of a questionnaire. Participants involved in this study were 288 people consisting of 70 principals and 218 Kindergarten teachers. The collected data were then analyzed using a quantitative approach with the help of SPSS 23.00 software by running descriptive statistical tests and path analysis. The results showed that the three variables tested, both the supervision of the principal, teacher competence, and achievement motivation, had a significant effect on the performance of kindergarten teachers in Parepare City, Indonesia.

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Published

2022-05-08

How to Cite

Muliati, Abdul Gani, H., & Saman, A. (2022). Principal Supervision, Teacher Competencies, And Achievement Motivation Effects on the Performance of Kindergarten Teachers: An Evidence from Indonesia. Asian Journal of Applied Sciences, 10(2). https://doi.org/10.24203/ajas.v10i2.6893

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