The Effect of Teacher Competence and Coaching on Teacher Performance
DOI:
https://doi.org/10.38035/dijefa.v5i2.2763Keywords:
Competence, Teacher Coaching, PerformanceAbstract
The purpose of this study was to determine and analyze: (1) Competence (2) Teacher Development; (3) Teacher Performance; and (4) The Effect of Teacher Competence and Development on Teacher Performance at Bhakti Kencana Vocational High School Bandung, both simultaneously and partially. The research methods used in this research are descriptive survey and explanatory survey, the unit of analysis in this study are employees in the environment of Bhakti Kencana Bandung Vocational High School Teachers with a sample of 36 people. The type of investigation is causality, and the time horizon in this study is cross-sectional. Based on the results of the study, it is found that the competence of Bhakti Kencana Bandung Vocational High School teachers is good, the coaching of Bhakti Kencana Bandung Vocational High School teachers can generally be said to be good, the performance of Bhakti Kencana Bandung Vocational High School teachers is currently considered good. Teacher competence and coaching simultaneously affect the performance of Bhakti Kencana Bandung Vocational High School teachers. However, partially, competence dominantly affects performance rather than teacher coaching. Because Competence is more dominant in influencing Performance, being the first priority in improving Performance, Teachers of Bhakti Kencana Bandung Vocational High School are expected to consistently follow the training organized, so that they are able to work more professionally.
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