Teacher Performance (Causal Model Of Learning Supervision By Madrasah Head, Organizational Culture, And Self-Discipline On Teacher Performance In Gayo Lues Regency)
Teacher Performance (Causal Model Of Learning Supervision By Madrasah Head, Organizational Culture, And Self-Discipline On Teacher Performance In Gayo Lues Regency)
Abstract
This study aims to analyze the direct and indirect effects of instructional supervision by the head of madrasah, organizational culture, and self-discipline on the performance of Madrasah Aliyah teachers in Gayo Lues District. The research employed a quantitative approach with a causal model, involving a number of teacher respondents from various Madrasah Aliyah within the district. The findings reveal that: (1) instructional supervision by the head of madrasah has a positive direct effect on teachers’ self-discipline; (2) organizational culture has a positive direct effect on teachers’ self-discipline; (3) instructional supervision by the head of madrasah has a positive direct effect on teacher performance; (4) organizational culture has a positive direct effect on teacher performance; (5) self-discipline has a positive direct effect on teacher performance; (6) instructional supervision by the head of madrasah indirectly affects teacher performance through self-discipline; and (7) organizational culture indirectly affects teacher performance through self-discipline. These findings indicate that improving teacher performance can be achieved through strengthening the head of madrasah’s instructional supervision, fostering a strong organizational culture, and enhancing teachers’ self-discipline. The causal model developed in this study may serve as a reference for efforts to improve the quality of education in madrasahs
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