PENGARUH EKSPEKTASI, PEMBERDAYAAN, DAN KEPERCAYAAN DIRI TERHADAP KINERJA GURU SEKOLAH DASAR NEGERI DI KECAMATAN BILAH HULU
DOI:
https://doi.org/10.51878/teaching.v6i2.10298Keywords:
Ekspektasi, Pemberdayaan, Kepercayaan Diri, Kinerja GuruAbstract
ABSTRACT
Teacher performance is a key factor in improving the quality of education; however, it is still influenced by various psychological and organizational aspects that are not yet optimal, such as expectations, empowerment, and self-confidence. This study aims to analyze the effect of expectations, empowerment, and self-confidence on the performance of elementary school teachers in Bilah Hulu District. This research employed a quantitative approach using a survey method involving 120 teachers selected from a population of 172. Data were collected through questionnaires that met validity and reliability requirements and were analyzed using multiple linear regression. The results show that expectations, empowerment, and self-confidence partially have a positive and significant effect on teacher performance. Simultaneously, the three variables also have a significant effect, with an F-value of 50.014 (p < 0.05). The coefficient of determination (R²) of 0.564 indicates that 56.4% of the variation in teacher performance can be explained by these variables. The study concludes that improving teacher performance can be achieved through strengthening professional expectations, optimizing empowerment, and continuously developing teachers’ self-confidence. Therefore, schools need to create a supportive work environment and encourage the development of teachers’ psychological aspects as part of strategies to enhance educational quality.
ABSTRAK
Kinerja guru merupakan faktor kunci dalam peningkatan mutu pendidikan, namun masih dipengaruhi oleh berbagai aspek psikologis dan organisasi yang belum optimal, seperti ekspektasi, pemberdayaan, dan kepercayaan diri. Penelitian ini bertujuan untuk menganalisis pengaruh ekspektasi, pemberdayaan, dan kepercayaan diri terhadap kinerja guru sekolah dasar di Kecamatan Bilah Hulu. Penelitian menggunakan pendekatan kuantitatif dengan metode survei terhadap 120 guru yang dipilih dari populasi sebanyak 172 guru. Data dikumpulkan melalui angket yang telah memenuhi syarat validitas dan reliabilitas, kemudian dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa ekspektasi, pemberdayaan, dan kepercayaan diri secara parsial berpengaruh positif dan signifikan terhadap kinerja guru. Secara simultan, ketiga variabel juga berpengaruh signifikan dengan nilai Fhitung sebesar 50,014 (p < 0,05). Nilai koefisien determinasi (R²) sebesar 0,564 menunjukkan bahwa 56,4% variasi kinerja guru dapat dijelaskan oleh ketiga variabel tersebut.. Kesimpulan penelitian ini menegaskan bahwa peningkatan kinerja guru dapat dicapai melalui penguatan ekspektasi profesional, optimalisasi pemberdayaan, serta pengembangan kepercayaan diri guru secara berkelanjutan. Oleh karena itu, sekolah perlu menciptakan lingkungan kerja yang suportif dan mendorong pengembangan aspek psikologis guru sebagai bagian dari strategi peningkatan mutu pendidikan.
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