The Impact of Training and Pedagogical Competence on The Performance of Madrasah Aliyah Teachers in Jembrana Regency

Abstract

The success of education implementation is more influenced by the most influential teachers. The purpose of the research is to examine and explain the impact of training, pedagogical competence on teachers of Madrasah Aliyah Jembrana Regency. The research is ex-post facto on a population of 239 teachers, sampling using the Morgan and Warwick Lininger formula obtained a sample of 168 people. Data collection using a closed questionnaire with 5 answer choices provided. The research data were analyzed using the Structural Equation Modeling (PLS-SEM) technique. The results of the analysis are as follows; (1) Direct training has a significant influence on pedagogical competence as shown in the T-Statistic score of 19.580 and P-Values ​​of 0.000 (2) Direct training has a significant influence on teacher performance as shown in the T-Statistic score of 3.695 and P-Values ​​of 0.000 (3) Direct pedagogical competence has a significant influence on teacher performance as shown in the T-Statistic score of 4.423 and P-Values ​​of 0.000 (4) Indirect training has a significant influence on teacher performance through pedagogical competence as shown in the T-Statistic score of 4.285 and P-Values ​​of 0.000. The variable that has the strongest direct impact on performance is pedagogical competence, in addition, pedagogical competence is able to mediate training that has an indirect influence on teacher performance. It is stated that training and pedagogical competence are predictors that have an impact on teacher performance.