The Influence of Principal's Motivation, Communication, and Parental Participation on Elementary School Teachers’ Performance

Abstract

Abstract This research was motivated by the collaboration between the principal, teachers, and employees to produce quality education. The purpose of this study was to determine the principal's motivation, communication, and parental participation factors, which together influence the job satisfaction of teachers in elementary schools, and which variables are the most dominant in influencing teachers’ performance. This study uses an explanatory research type with three independent variables: principals (X1), communication (X2), and parent participation (X3), and one dependent variable, namely the performance of teachers (Y). The results of hypothesis testing are calculated as follows: (a) Variable X1 is 0.137 with a probability of 0.105. Because tcount > ttable (1.70 > 0.483) and the level of significance t > 5 % (0.835 > 0.05), variable X1 affects the dependent variable (Y); (b) Variable X2 is 0.227 with a probability of 0.281. Because tcount 1.020) and the level of significance t > 0.5 % (0.320 > 0.05), the variable (X2) affects the dependent variable (Y); and (c) Variable X3 is 0.267 with a probability of 0.226. Because tcount 0.750) and the significance level of t > 0.5 % (0.462 > 0.05), the variable (X3) has some influence on the dependent variable (Y). The results of hypothesis testing indicate that the dominant variable is (X2) of 0.227 with a probability of 0.281.

Keywords

• principal's motivation
• communication
• parent participation
• teachers’ performance.