The Influence of Managerial Ability, School Culture and

Motivation on Teachers Performance

Bahler Siregar, and Ridwan

Faculty of Graduate, Medan State University, Medan, Indonesia

Abstract. The purpose of this study is to determine and analyze managerial

ability, school culture and motivation on the teachers’ performance of Senior

High School of Padangsidimpuan simultaneously and partially. The independent

variables examined consist of managerial ability variables (X1), school culture

(X2), and motivation (X3) while the dependent variable is teacher performance

(Y). This research was designed using a quantitative approach, with data

collection techniques using a questionnaire. The number of respondents in this

study was 45 people. Variables were measured by Likert scale and analyzed using

multiple linear regression analysis techniques. This study concludes

simultaneously managerial ability, school culture and motivation as measured by

teacher performance has a positive and significant contribution to the level of

teacher performance. The contribution of managerial ability, school culture and

motivation to teacher performance was 53.2%, while the influence of other

variables outside this study amounted to 46.8%.

Keywords: Managerial ability · School culture · Motivation · Teachers’

performance

1 Introduction

Advances in science and technology have brought changes in almost all aspects of

human life, where various problems can only be resolved except by mastery and

improvement of science and technology. These changes are beneficial to human life,

besides that it has also brought humans into the era of global competition, then as a

nation we need to develop and improve the quality of human resources (HR).

Talking about the quality of Human Resources (HR), school is an institution or

institution in which there are various dimensions which are interrelated and decisive.

Wahjosumidjo said that the school as a formal educational organizational unit is a place

of cooperation between teachers, staff, school principals and students / parents [1]. To

achieve school goals both quantity and quality are more determined by the role of the

teacher, and the success of the teacher's work is strongly influenced by the managerial

ability of the principal through leadership who is able to create morale.

According to Uno, the performance is the result of the implementation

achievements demanded by someone about the responsibilities given as a whole as

evidenced by the results of good work performance [2]. Teacher performance is an

important element in education, in addition it is also a determinant of the high and low

quality of education. In addition, a teacher should spearhead the implementation of

404

Siregar, B. and Ridwan, .

The Inﬂuence of Managerial Ability, School Culture and Motivation on Teachers Performance.

DOI: 10.5220/0010435000002900

In Proceedings of the 20th Malaysia Indonesia International Conference on Economics, Management and Accounting (MIICEMA 2019), pages 404-410

ISBN: 978-989-758-582-1; ISSN: 2655-9064

school culture, the teacher must be an example in terms of discipline, by teaching on

time, consistent with the rules that exist in schools both written and not. School culture

is a characteristic, character or image and image of the school in the wider community.

However, according to Komarudin Hidayat without a good school culture, it would be

difficult to conduct character education for students [3].

Speaking of teacher performance, according to Supardi good teacher performance

will result in student achievement [4]. Teacher performance is low related to

professionalism which of course is caused by many factors including low human

resources, lack of learning infrastructure, low teacher welfare guarantees, lack of

learning infrastructure, low teacher welfare guarantees, the opportunity and willingness

to develop oneself that have not yet been increased, managerial ability, school culture

and low work motivation that contribute to influence the level or scale of performance.

Furthermore, to find out the learning achievements of students of Padangsidimpuan

7 Public High Schools seen from the UNBK results in the 2018/2019 school year.

Fig. 1. Scores per Test for Natural Sciences.

Fig. 2. Scores per Test for IPS.

Based on the observations in the graph above, it can be seen that the mean score of

Padangsidimpuan Public High School 7 is still far from expected because the scores

obtained are still very low. Because of this, the authors wrote the best in order to conduct

research in order to obtain a concrete explanation of how much the actual contribution of

the three factors above, namely the principal's managerial ability, school culture and work

motivation on the performance of the 7 Padangsidimpuan High School teachers.

2 Literature Review

The success of teachers in carrying out their duties is a reflection of teacher

performance, and this can be seen from the actualization of teacher competencies in

The Inﬂuence of Managerial Ability, School Culture and Motivation on Teachers Performance

405

realizing their professional assignments. Wibowo said that performance is a process of

how work takes place to achieve work results [5]. Furthermore Engkay Karweti said

that teacher performance can be interpreted as a display of teacher work performance

shown or the results achieved by teachers on the implementation of professional and

functional tasks in learning that have been determined at a certain time period [6].

According to RI Law number 14 of 2005 concerning Teachers and Lecturers, in

chapter 1 article 1 it is stated that: "Teachers are professional educators with the main

task of educating, teaching, guiding, directing, training, assessing and evaluating

students in early childhood education through formal education, basic education, and

secondary education." [7]. Principals' leadership in organizations, according to

Wahjosumidjo, takes two forms, namely: formal leadership and informal leadership [8].

Principals and teachers should spearhead the implementation of school culture,

teachers must be an example in terms of discipline. Deal and Peterson said that school

culture is a set of values that underlies behavior, traditions, daily habits, and symbols

practiced by principals, teachers, administrative officers, students and the community

around the school [9]. Furthermore Juwita Rubayhan school culture is a pattern of

values, norms, attitudes, myths and habits that are formed in the long journey of school,

where the school culture is shared by the school community as their basis in

understanding and solving various problems that arise at school [10].

The quality of teacher performance is crucial in the quality of educational outcomes

because the teacher is the figure who most often interacts with students during the

learning process. In carrying out their duties and obligations, a teacher must have high

work motivation. Motivation is often equated with encouragement, encouragement or

energy is a mental and physical motion to act, so that the motive is a driving force that

moves humans to behave and the act has a specific purpose.

Priyono and Marnis's motivational functions for humans including workers are as

follows: (1) motivation functions as energy or a driving force for humans, like fuel in a

vehicle; (2) motivation is a regulator in choosing alternatives between two or more

conflicting activities; (3) motivation is a regulator of direction or purpose in carrying

out activities [11]. Whereas Torang stated that work motivation is a process of giving

encouragement to subordinates so that subordinates can work in line with the limits

given in order to achieve optimal organizational goals [12].

Fig. 3. Research framework.

Based on the literature review and mindset mentioned above, the hypotheses

proposed in this study are as follows:

H1: Managerial ability, school culture and motivation have a positive effect on

teacher performance simultaneously.

MIICEMA 2019 - Malaysia Indonesia International Conference on Economics Management and Accounting

406

H2: Managerial ability has a positive effect on teacher performance partially.

H3: School culture has a positive effect on teacher performance partially.

H4: Motivation has a positive effect on teacher performance partially.

3 Methodology

This research was conducted at Padangsidimpuan Public High School 7

Padangsidimpuan City, North Sumatra, since the approval of this research until

completion. This research is a quantitative study, in which the population as well as a

sample in this study amounted to 45 people. This is done if the population is limited

(relatively small in number). Another term for this sample is the census, where the

entire population is sampled [13].

Data analysis was performed with the Validity and Reliability Test. Validity test is

useful for knowing whether there are questions on the questionnaire that must be

discarded / replaced that are considered irrelevant [14]. Pearson Product Moment

validity test uses the principle of correlating each questionnaire item score with the total

score of the respondents' answers. Validity test is done by comparing the value of r

count with r table. Then proceed with the Reliability Test with the intention to show the

extent to which a measurement result is relatively consistent if the measuring

instrument is used repeatedly. Reliability shows the extent of the results of

measurements with these tools can be trusted. The test used is the Cronbach Alpha

theory. A variable is said to be reliable, if it gives a Cronbach alpha value > 0.60.

The next step before the Double Regression Analysis is done first is the Classical

Assumption Test. First normality test which aims to determine whether the residual

value is normally distributed or not. A good regression model is a residual value that is

normally distributed, can be done using the Kolmogrov-Smirnov (K-S) non-parametric

statistical test. The second Multicollinearity Test aims to test whether the regression

model found a correlation between independent variables. A good regression model

does not occur correlation between independent variables. To detect the presence or

absence of multicollinearity in the regression model is to look at the value of tolerance

and Variance Inflation Factor (VIF). If the tolerance value > 10% and the VIF value <

10, it can be concluded that there is no multicollinearity between independent variables

in the regression model. Third The Heteroscedasticity Test aims to test whether in the

regression there is an inequality of variance from the residuals of one observation to

another. Heteroscedasticity shows the spread of independent variables. The test

conducted is the glacier test that is testing by regressing the absolute value of the

residual to the independent variable.

Furthermore, Multiple Regression Analysis is done through the F Test and t Test,

where the F test is carried out to see the significance of the effect of the independent

variables simultaneously or together on the dependent variable or often called the

linearity test of the regression equation. T test is performed to determine whether

individually (partial) independent variables significantly influence the dependent

variable or not. The final step is to calculate the value of the coefficient of determination

(R2). To see the contribution of influence given the independent variable or

independent variable (X) to the dependent variable or dependent variable (Y), or in

The Inﬂuence of Managerial Ability, School Culture and Motivation on Teachers Performance

407

other words, the value of the coefficient of determination or R Square is useful for

predicting and seeing how much the contribution of the influence of variable X given

simultaneously to the variable Y.

4 Results and Discussion

The data obtained has passed the validity and reliability test. After the regression model

is obtained, the model obtained has also passed the classic assumption test. Then the

regression test is performed with the following results:

Table 1. Testing the Effects of Managerial ability, school culture and motivation on teacher

performance simultaneously.

ANOVA

Model Sum of Squares df Mean Square F Sig.

Regression 2253.000 3 751.000 15.509 .000

Residual 1985.312 41 48.422

Total 4238.311 44

a. Dependent Variable: The performance

b. Predictors: (Constant), Motivation, School Culture, Managerial Ability

Anova test results show the value of F

count

= 15,509 with a significance level of

0,000. The value of F

table

can be searched with F

table

= F (k; n-k) so that the F

table

worth 2.62 thus, the following conclusions can be obtained: F

value 15,509 > F

2.62

with an F-Sig value < 0.05 then all the independent variables together have a significant

effect on the dependent variable. This means that hypothesis I, managerial ability,

school culture and motivation have a positive effect on teacher performance

simultaneously.

Table 2. Significance Test Results Managerial ability (X1), school culture (X2) and motivation

(X3) on teacher performance (Y).

Coefficients

Model

Unstandardized

Coefficients

Standardized

Coefficients

t Sig.

B Std. Error Beta

(Constant)

-2.161 13.920 -.155 .877

Managerial Ability

.373 .153 .298 2.441 .019

School Culture

.327 .156 .243 2.103 .042

Motivation

.523 .160 .403 3.267 .002

a. Dependent Variable: The performance

Based on the results of hypothesis testing in the table above. Regression coefficient of

managerial ability is 0.373 with Sig 0.019 then 0.019 <0.05. This means that managerial

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408

ability partially has a significant effect on teacher performance. School culture

regression coefficient is 0.327 with Sig 0.042 then 0.042 <0.05, meaning that school

culture partially has a significant effect on teacher performance. Furthermore, the

motivation regression coefficient is 0.523 with Sig 0.002, then 0.002 <0.05, meaning

that there is a significant effect of motivation partially on teacher performance.

Table 3. Coefficient of Determination (R2).

Model Summary

Model R R Square

Adjusted R

Square

Std. Error of the Estimate

1 .729

.532 .497 6.95861

a. Predictors: (Constant), Motivation, School Culture, Managerial Ability

Based on the SPSS Model Summary output table above, it is known that the coefficient

of determination or R Square is 0.532. R Square value of 0.532 is derived from the

square of the correlation coefficient or "R" that is 0.729 x 0.729 = 0.532. The amount

of determination (R Square) is 0.532 or equal to 53.2%. This figure implies that the

variable Managerial Ability (X1), School Culture (X2) and Motivation (X3)

simultaneously affect the Teacher Performance variable (Y) 53.2%. While the rest

(100% - 53.2% = 46.8%) is influenced by other variables outside the variables not

examined.

5 Conclusion

Simultaneously managerial ability (X1), school culture (X2) and Motivation (X3) as

measured by teacher performance (Y) have a positive and significant contribution to

the high and low performance of teachers in Padangsidimpuan Senior High School 7.

The contribution of managerial ability, school culture and motivation to teacher

performance was 53.2%. While the influence of other variables beyond managerial

ability, school culture and motivation is 46.8%.

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