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All Journal PROFIT : Jurnal Administrasi Bisnis Journal of English Language and Pedagogy International Journal of Educational Research and Social Sciences (IJERSC) International Journal of Management Science and Information Technology (IJMSIT) Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Al-Abshar: Journal of Islamic Education Management SEVA Educational Management
Yulianto, Edi
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Educational Management

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The Effect of Pedagogical Competence and Achievement Motivation on Teacher Performance with Organizational Commitment as a Mediating Variable at State Junior High School Sub-Rayon 02 in Jepara Regency Yulianto, Edi; Hudallah, Noor; Yulianto, Arief; Sutopo, Yeri; Oktarina, Nina
Educational Management Vol. 14 No. 3 (2025): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.38309

Abstract

This study aims to analyze the effect of pedagogical competence and achievement motivation on teacher performance, with organizational commitment as a mediating variable at SMP Negeri Sub Rayon 02, Jepara Regency. Using a quantitative approach and path analysis based on survey data from teachers, the results show that pedagogical competence and achievement motivation have a significant direct effect on teacher performance. In addition, achievement motivation also has a positive and significant effect on organizational commitment, which in turn improves teacher performance confirming the role of organizational commitment as an effective mediator in this relationship. However, pedagogical competence does not have a significant effect on organizational commitment, so there is no mediating effect in this pathway. The R² value of 0.754 on teacher performance indicates that the model has high explanatory power. These findings have important implications for teacher development policies, whereby improving performance is not only achieved through technical (pedagogical) training, but also requires strengthening psychological aspects such as achievement motivation and the formation of organizational commitment through transformational leadership, performance-based rewards, and a supportive work climate.
Co-Authors Abadi Sanosra Andriani Kusumawati Arief Yulianto Dewi, Ekka Zahra Puspita Dian Dhany Pamuji, Dian Dhany Herlambang, Toni Hira, Salma Ngaisah, Siti Nina Oktarina Noor Hudallah Taufiqur Rahman, Taufiqur Yeri Sutopo