¹Didik Priyo Sugiharto, ²Irfan Ardianto, ³Wiyarni Wiyarni

^1,2,3Postgraduate STIE Malangkucecwara Malang, East Java, Indonesia

DOI : https://doi.org/10.47191/ijsshr/v7-i12-88

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ABSTRACT:

This study aims to reveal the effect of: 1) teacher competence on teacher performance, 2) teacher competence on teacher commitment, 3) teacher motivation on teacher performance, 4) teacher motivation on teacher commitment and 5) teacher commitment on teacher performance at Daarul Islamic Boarding School. Poor Brotherhood. This research is a correlational study. The population of this study were all teachers at PP Daarul Ukhuwah Malang for the Academic Year of 2022/2023 as many as 70 teachers. By using a saturated sample of 70 people. Data were collected through a questionnaire and analyzed using the Partial Least Square (PLS) analysis technique using the SmartPLS software. The results showed that: 1) teacher competence had a positive (O= 0.103) and significant (p=0.047) effect on teacher performance; 2) work motivation has a positive (O = 0.163) and significant (p = 0.000) effect on teacher performance; 3) work commitment has a positive (O= 0.755) and significant (p=0.000) effect on teacher performance; and 4) teacher competence has a positive (O=0.589) and significant (p=0.000) effect on teacher commitment; and 5) teacher motivation has a positive (O = 0.257) and significant (p = 0.001) effect on teacher commitment at Daarul Ukhuwah Islamic Boarding School Malang.

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Volume 07 Issue 12 December 2024