Pengaruh Kompetensi Dan Beban Kerja Terhadap Kinerja
Studi Kasus Guru Di Wilayah Semi-Pedesaan
DOI:
https://doi.org/10.556442/eabmij.v7i02.996Keywords:
competence, workload, teacher performance, elementary education, semi-rural schoolsAbstract
This study aims to analyze the influence of teacher competence and workload on teacher performance in elementary schools in Rokan IV Koto District, a semi-rural area in Riau Province, Indonesia. Using a quantitative approach with a cross-sectional survey design, data were collected from 75 elementary school teachers selected through proportional stratified random sampling from 29 public elementary schools. The research instruments included questionnaires measuring teacher competence, workload, and performance, which were validated through content, construct, and criterion validity tests, with reliability assessed using Cronbach's Alpha. Data analysis employed descriptive statistics and multiple linear regression analysis. The results showed that teacher competence had a significant positive effect on teacher performance with a regression coefficient of 0.553 (p<0.05), contributing 46.4% to performance variance. Interestingly, teacher workload also showed a significant positive effect on performance with a coefficient of 0.221 (p<0.05), contributing 28.0% to performance variance. Simultaneously, competence and workload significantly influenced teacher performance, explaining 52.7% of its variance (R²=0.527, F=40.112, p<0.05). The positive influence of workload differs from previous studies that typically found negative relationships between workload and performance, possibly due to contextual factors specific to the semi-rural setting. The findings suggest that improving teacher performance in semi-rural areas requires a comprehensive approach that emphasizes enhancing teacher competence while ensuring optimal workload management that considers local challenges and resource limitations.
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