The Influence of Work Discipline, Leadership Style, and Competence on Teacher Performance at State Senior High School 2 Binjai
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Abstract
This study aims to analyze the influence of work discipline, leadership style, and competence on teacher performance at State Senior High School 2 Binjai. The study employs a quantitative approach using a survey method conducted through the distribution of questionnaires to 81 respondents who are teachers. The variables examined in this study include work discipline (X1), leadership style (X2), competence (X3), and teacher performance (Y). The data analysis techniques applied include validity and reliability tests of the instruments, multiple linear regression analysis, and hypothesis testing using the t-test and F-test to identify both partial and simultaneous effects among variables. The results show that, partially, work discipline has a significant effect on teacher performance, as indicated by a calculated t-value of 2.851, which is greater than the t-table value of 1.991. Leadership style is also proven to have a significant effect on teacher performance, with a calculated t-value of 2.581 > 1.991. Likewise, competence has a significant effect on teacher performance, with a calculated t-value of 2.285 > 1.660. Simultaneously, the three independent variables—work discipline, leadership style, and competence—have a significant effect on teacher performance. This is evidenced by the F-test results, which show a calculated F-value of 2.524, greater than the F-table value of 2.492. These findings indicate that improvements in teacher performance result from the interaction of various factors, particularly work discipline, the effectiveness of leadership style, and the level of professional competence possessed by teachers.
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This study aims to analyze the influence of work discipline, leadership style, and competence on teacher performance at State Senior High School 2 Binjai. The study employs a quantitative approach using a survey method conducted through the distribution of questionnaires to 81 respondents who are teachers. The variables examined in this study include work discipline (X1), leadership style (X2), competence (X3), and teacher performance (Y). The data analysis techniques applied include validity and reliability tests of the instruments, multiple linear regression analysis, and hypothesis testing using the t-test and F-test to identify both partial and simultaneous effects among variables. The results show that, partially, work discipline has a significant effect on teacher performance, as indicated by a calculated t-value of 2.851, which is greater than the t-table value of 1.991. Leadership style is also proven to have a significant effect on teacher performance, with a calculated t-value of 2.581 > 1.991. Likewise, competence has a significant effect on teacher performance, with a calculated t-value of 2.285 > 1.660. Simultaneously, the three independent variables—work discipline, leadership style, and competence—have a significant effect on teacher performance. This is evidenced by the F-test results, which show a calculated F-value of 2.524, greater than the F-table value of 2.492. These findings indicate that improvements in teacher performance result from the interaction of various factors, particularly work discipline, the effectiveness of leadership style, and the level of professional competence possessed by teachers.