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All Journal Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Aslamiah Aslamiah
Program Studi Magister Administrasi Pendidikan, Universitas Lambung Mangkurat, Banjarmasin, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Influence of Principal Supervision, Work Discipline, and Work Motivation on Teacher Performance Shafa' Muthi'ah; Aslamiah Aslamiah; Suhaimi Suhaimi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1325

Abstract

Teacher performance is a crucial factor in determining the quality of learning in elementary schools and is influenced by principal supervision, work discipline, and teachers’ work motivation. This study aimed to analyze the conditions of principal supervision, work discipline, work motivation, and teacher performance, as well as to examine the direct and indirect effects of principal supervision on teacher performance through work discipline and work motivation at public elementary schools in Teweh Tengah District. The study employed a quantitative approach involving all 105 teachers from eight public elementary schools in Teweh Tengah District using a total sampling technique. Data were analyzed descriptively using SPSS and inferentially using SmartPLS 4 through outer model and inner model testing. The findings indicated that all variables were categorized as high to very high. Inferential analysis showed that principal supervision, work discipline, and work motivation had positive and significant effects on teacher performance. The R-Square values demonstrated that the model explained 74.6% of the variance in teacher performance, 52.0% of the variance in work discipline, and 47.8% of the variance in work motivation. In addition, principal supervision had indirect effects on teacher performance through work discipline (3.1%) and work motivation (4.5%). These findings highlight the importance of sustainable academic supervision in improving teachers’ discipline, motivation, and performance.
The Influence of Instructional Leadership, Work Climate, and Work Motivation on Teacher Performance (A Study of Junior High School Teachers in Kelumpang Hilir District, Kotabaru Regency) Dody Alfayed; Aslamiah Aslamiah; Sutarto Hadi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1326

Abstract

Teacher performance is a key factor in improving the quality of learning and achieving educational goals. This performance is influenced by the instructional leadership of the principal, the work climate, and teacher motivation. Suboptimal instructional leadership and an unfavorable work climate have the potential to reduce teacher motivation and performance. This study aims to analyze the description of the principal's instructional leadership, work climate, work motivation, and teacher performance, as well as to examine the direct and indirect effects of instructional leadership and work climate on teacher performance through work motivation. This study uses a quantitative approach with a population of all junior high school teachers in Kelumpang Hilir District, Kotabaru Regency, totaling 102 people who were sampled using the total sampling technique. Data were collected using questionnaires, then analyzed descriptively with SPSS and inferentially using SmartPLS 4 through outer model and inner model testing. The results show thsat descriptively, all variables are in the high to very high category. Inferentially, instructional leadership and work climate have a positive and significant effect on teacher motivation and performance, with contributions of 66.7% and 74.9%, respectively. Work motivation was found to act as a mediating variable in the relationship between instructional leadership and work climate on teacher performance, with indirect contributions of 4.9% and 1.5%, respectively. These findings confirm that effective instructional leadership and a conducive work climate can increase teacher work motivation, thereby impacting the continuous optimization of teacher performance.
Co-Authors Dody Alfayed Shafa' Muthi'ah Suhaimi Suhaimi Sutarto Hadi