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p-Index From 2021 - 2026
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All Journal Journal of General Education and Humanities Didakta: International Journal of Social Sciences, Language, and Education
Ila Nafilah
Universitas Pakuan
Humanities Languange, Linguistic, Communication & Media Mathematics Other

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Strategies to Improve Teacher Performance through Transformational Leadership, Personality, Job Satisfaction, and Trust: A Path Analysis and SITOREM Study Ila Nafilah; Rita Retnowati; Widodo Sunaryo
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1469

Abstract

Teacher performance remains a critical issue in improving the quality of education in Indonesia, particularly in private junior high schools. Previous studies have generally examined transformational leadership, personality, job satisfaction, and trust separately, with limited integration of these variables into a comprehensive model of teacher performance improvement. In addition, studies applying the Scientific Identification Theory to Conduct Operation Research in Education Management (SITOREM) approach to determine priority improvement indicators are still limited. Therefore, this study aims to analyze the influence of transformational leadership, personality, job satisfaction, and trust on teacher performance and to formulate strategies for improving teacher performance through SITOREM analysis. This study employed a quantitative survey method using path analysis and SITOREM analysis. The sample consisted of 114 permanent foundation teachers from 32 private junior high schools accredited at the “B” level across seven sub-districts in Bogor Regency, West Java. The results indicate that transformational leadership, personality, job satisfaction, and trust have significant direct effects on teacher performance. Job satisfaction and trust also function as mediating variables in strengthening the influence of transformational leadership and personality on teacher performance. The SITOREM analysis identified several indicators that should be maintained, including work quality, productivity, punctuality, responsibility, supervision, and integrity, while indicators such as work efficiency, promotion opportunities, emotional stability, and environmental trust require priority improvement. The novelty of this study lies in integrating organizational and psychological variables with the SITOREM approach to formulate priority-based strategies to improve teacher performance. The findings are expected to make theoretical contributions to educational management research and to offer practical recommendations for school principals, supervisors, and policymakers to improve teacher performance and educational quality.
Strategies For Improving Teacher Performance Through Strengthening Personality And Trust In Private Junior High School Teachers In Eastern Bogor Regency: Empirical Study Using Quantitative Approach with Path Analysis and SITOREM Techniques Ila Nafilah; Rita Retnowati; Widodo Sunaryo
International Journal of Social Sciences, Language, and Education Vol. 1 No. 2 (2026): : April: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/mphmd617

Abstract

This study investigates strategies for improving teacher performance through strengthening personality and trust among private junior high school teachers in Eastern Bogor Regency using an empirical quantitative approach. A survey design was employed involving teachers from accredited private schools, with data collected through structured questionnaires and analyzed using path analysis to examine causal relationships among variables. The results indicate that personality exerts both direct and indirect influences on teacher performance, with trust functioning as a significant mediating variable that enhances relational and organizational effectiveness. The integration of SITOREM analysis provides a strategic framework for identifying priority areas of intervention based on indicator optimization and practical relevance. The findings highlight that performance improvement is not solely dependent on individual competence but also on the quality of interpersonal trust within institutional settings. The study contributes to educational management by offering an evidence based model that connects causal analysis with strategic decision making. These results provide practical implications for school leaders in designing targeted development programs that strengthen teacher capacity and organizational performance.
Co-Authors Rita Retnowati Widodo Sunaryo