<![CDATA[Sleep quality plays a crucial role in supporting teachers' emotional stability, attention, and work readiness. The phenomenon of sleep disorders occurring in some teachers raises questions about their impact on teaching effectiveness. This study aims to analyze the relationship between sleep quality and the teaching performance of teachers at MI Muhammadiyah 11 Bara Baraya. A non-experimental quantitative approach with an ex post facto design was used. All teachers who met the criteria were selected as respondents through a total sampling technique, resulting in a total of 10 teachers. Sleep quality data was obtained using the Pittsburgh Sleep Quality Index (PSQI), while teaching performance was assessed using an observation rubric. Pearson correlation analysis was used with a significance level of 0.05. The results showed an r value of 0.287 and p value of 0.392, indicating no significant relationship between sleep quality and teacher teaching performance. These findings suggest that teaching performance is more influenced by factors other than sleep quality, including teaching experience, pedagogical competence, and the school environment. Improving teacher well-being remains necessary as part of efforts to maintain the quality of learning.]]>
Copyrights © 2025
