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The Effect of Teacher Motivation in Mediating Commitment and Professional Competence on Teacher’s Performance of Vocational School in Blora Regency

Educational Management · Vol. 8 No. 2 (2019) · hlm. 150–156

ISSN
2502-454X, 2252-7001
Terbit
2019-08-16
Penerbit
Educational Management
Bahasa
eng

Abstrak

Teacher performance is influenced by several factors, including teacher commitment, teacher profesional competence and teacher motivation, the higher the commitment, profesional competence and motivation of a teacher, the better the performance. The purpose of this study is to obtain concrete evidence about teacher motivation in mediating the effect of teacher commitment and teacher professional competence on learning outcomes. This research used a quantitative approach with a hypothesis study research design. The population of this study was 297 Vocational High School teachers in Blora Regency. The sampling technique used purposive sampling. So that a final sample of 109 people was obtained. Data analysis techniques using descriptive and inferential statistical analysis techniques. The results showed that commitment had a direct influence of 34% on teacher performance. Professional competence has a direct influence of 26.1% on teacher performance and teacher motivation has a direct effect of 44.5% on teacher performance. Commitment has an indirect effect of 11.1% through motivation on teacher performance and professional competence has an indirect effect of 24.2% through teacher motivation on teacher performance.

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  • Universitas Islam Negeri Maulana Malik Ibrahim
  • State University of Semarang
  • University of Nusa Cendana
  • Universitas Teuku Umar
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Partono ThomasAfiliasi tidak diketahui3
Moh TaoefikAfiliasi tidak diketahui2
Tri SuminarAfiliasi tidak diketahui2
Kardoyo KardoyoAfiliasi tidak diketahui2
Rosalia YunisaAfiliasi tidak diketahui2
Tandiyo RahayuAfiliasi tidak diketahui2
Herry Fridolin LalusUniversity of Nusa Cendana2
Dwi Hidayatul FirdausUniversitas Islam Negeri Maulana Malik Ibrahim2
Hakmi HidayatUniversitas Islam Negeri Maulana Malik Ibrahim2
Titi PrihatinAfiliasi tidak diketahui2
Sungkowo Edy MulyonoAfiliasi tidak diketahui1
Sadhikul Aziz Eka MatifAfiliasi tidak diketahui1
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Achmad Rifai RcAfiliasi tidak diketahui1
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Eko SupraptonoAfiliasi tidak diketahui1
Alfiyan ParamuditaAfiliasi tidak diketahui1
Amin YusufAfiliasi tidak diketahui1
Hanifuddin HanifuddinUniversitas Teuku Umar1
Ahmadun ahmadunAfiliasi tidak diketahui1
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Joko SutartoAfiliasi tidak diketahui1
Abdur RohmanAfiliasi tidak diketahui1
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Tomy Muhlisin AhmadAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eduman/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The Effect of Teacher Motivation in Mediating Commitment and Professional Competence on Teacher’s Performance of Vocational School in Blora Regency</dc:title>
	<dc:creator>Aji, Arya Pradita</dc:creator>
	<dc:creator>Martono, S.</dc:creator>
	<dc:creator>Fakhruddin, Fakhruddin</dc:creator>
	<dc:description xml:lang="en-US">Teacher performance is influenced by several factors, including teacher commitment, teacher profesional competence and teacher motivation, the higher the commitment, profesional competence and motivation of a teacher, the better the performance. The purpose of this study is to obtain concrete evidence about teacher motivation in mediating the effect of teacher commitment and teacher professional competence on learning outcomes. This research used a quantitative approach with a hypothesis study research design. The population of this study was 297 Vocational High School teachers in Blora Regency. The sampling technique used purposive sampling. So that a final sample of 109 people was obtained. Data analysis techniques using descriptive and inferential statistical analysis techniques. The results showed that commitment had a direct influence of 34% on teacher performance. Professional competence has a direct influence of 26.1% on teacher performance and teacher motivation has a direct effect of 44.5% on teacher performance. Commitment has an indirect effect of 11.1% through motivation on teacher performance and professional competence has an indirect effect of 24.2% through teacher motivation on teacher performance.</dc:description>
	<dc:publisher xml:lang="en-US">Educational Management</dc:publisher>
	<dc:date>2019-08-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eduman/article/view/32889</dc:identifier>
	<dc:source xml:lang="en-US">Educational Management; Vol 8 No 2 (2019): December 2019; 150-156</dc:source>
	<dc:source>2502-454X</dc:source>
	<dc:source>2252-7001</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eduman/article/view/32889/13981</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2019 Educational Management</dc:rights>
</oai_dc:dc>