Examining the predictors of teacher performance: A SEM-PLS analysis of self-development programs and competence among senior high school teachers
DOI:
https://doi.org/10.64171/JAES.6.2.14-20Keywords:
Teacher Development, Teacher Competence, Teacher Performance, Senior High SchoolsAbstract
This study examined the influence of Teacher Self-Development Programs and Teacher Competence on teacher performance in senior high schools in Java, with a focus on Mathematics and Bahasa Indonesia teachers. The study was motivated by persistent challenges in instructional quality and the need to understand the factors that shape teacher performance within Indonesia’s evolving educational landscape. A quantitative approach was employed using a variance-based Structural Equation Modeling (SEM-PLS) design, complemented by data from national assessments and policy documents to strengthen contextual interpretation. A total of 400 teachers were selected through purposive sampling, and data were collected using a structured questionnaire based on validated reflective indicators. The measurement model demonstrated satisfactory reliability and validity, while the structural model revealed that Teacher Competence had a strong and significant direct effect on teacher performance. Teacher Self-Development Programs showed a marginally significant effect but contributed meaningfully when combined with competence, resulting in a model that explained 71.7% of the variance in teacher performance. The findings highlight the dominant role of competence in shaping performance and the supportive function of self-development initiatives. The study concludes that strengthening teacher competence, supported by coherent and continuous professional development mechanisms, is essential for improving instructional quality in senior secondary schools.
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