The Effect of Competence, Training, and Career Development on the Performance of XYZ Junior High School Teachers in Bekasi City

David David; Josephin  Cornellius; Widy Maulana  Iqbal; Ari Anggarani Winadi Prasetyoning  Tyas

doi:10.56806/jh.v6i2.261

Authors

David David Department of Management, Universitas Esa Unggul
Josephin Cornellius Department of Management, Universitas Esa Unggul
Widy Maulana Iqbal Department of Management, Universitas Esa Unggul
Ari Anggarani Winadi Prasetyoning Tyas Department of Management, Universitas Esa Unggul

DOI:

https://doi.org/10.56806/jh.v6i2.261

Keywords:

Competence, Career Development, Teacher Performance, Training

Abstract

This study investigates the impact of competence, training, and career development on the performance of teachers at SMP XYZ in Bekasi City. A quantitative research approach was employed using a survey method, with data collected through questionnaires distributed to 30 teachers. The sampling technique applied was the saturated sample method, ensuring all teachers participated as respondents. Instrument validity and reliability tests confirmed that all questionnaire items were both valid and reliable for analysis. Data were analyzed using multiple linear regression to determine the relationship between the independent variables (competence, training, and career development) and the dependent variable (teacher performance). The results revealed that competence has a positive and significant effect on teacher performance, indicating that higher levels of teacher competence contribute directly to improved performance. However, training and career development did not show statistically significant effects on teacher performance. The Adjusted R Square value of 0.547 indicates that 54.7% of the variance in teacher performance can be explained by the three independent variables, while the remaining 45.3% is influenced by other factors not included in this study. These findings emphasize the critical role of teacher competence in enhancing educational outcomes and suggest that schools should prioritize competence development to improve teacher performance effectively.

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