The effect of self-efficacy on the learning performance of state madrasah Aliyah teachers in West Sumatra
DOI:
https://doi.org/10.56294/saludcyt20262632Keywords:
Teacher Learning Performance, Collegial Leadership, Self-efficacy, Interpersonal Communication, Work Motivation, Path Analysis, Islamic EducationAbstract
Background: Teacher learning performance is crucial for educational quality, yet many influencing factors remain underexplored, particularly in Islamic secondary school contexts.
Objective: This study aimed to develop and test a structural model examining direct and indirect effects of collegial leadership, self-efficacy, and interpersonal communication on teacher learning performance through work motivation.
Methods: This quantitative study employed path analysis with a sample of 233 civil servant teachers from State Islamic Senior High Schools (Madrasah Aliyah Negeri/MAN) in West Sumatra, Indonesia, selected through multistage stratified cluster random sampling. Data were collected using validated questionnaires and analyzed through path analysis.
Results: The findings revealed that (1) collegial leadership had a direct effect on teacher learning performance of 2,37 %; (2) self-efficacy had a direct effect of 8,82 %; (3) interpersonal communication had a direct effect of 3,96 %; (4) work motivation had a direct effect of 5,38 %; (5) collegial leadership had a direct effect on work motivation of 1,25 %; (6) self-efficacy had a direct effect on work motivation of 2,99 %; (7) interpersonal communication had a direct effect on work motivation of 34,33 %; (8) collegial leadership had an indirect effect on teacher learning performance through work motivation of 0,4 %; (9) self-efficacy had an indirect effect through work motivation of 1,19 %; and (10) interpersonal communication had an indirect effect through work motivation of 2,7 %. The structural model explained 49 % of variance in teacher learning performance.
Conclusion: Interpersonal communication emerged as the strongest predictor of work motivation, while self-efficacy showed the strongest direct effect on learning performance. The study provides a comprehensive structural model for improving teacher learning performance in Islamic educational settings.
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