Ability, Knowledge, and Leadership Style as Determinants of Performance of UPTD Teachers of State Junior High School 5 Range

Abstract

In the midst of accelerating educational changes, teacher performance is the main force that determines the school's ability to maintain the quality of learning and respond to the demands of the times. The improvement of the quality of education is highly determined by the school's ability to encourage teacher performance in a sustainable manner. This study aims to analyze the influence of ability, knowledge, and leadership style on teacher performance in UPTD SMP Negeri 5 Kisaran. This study uses a quantitative approach with a survey method. The research population is all teachers of UPTD SMP Negeri 5 Kisaran which totals 35 people and the entire population is used as a sample through total sampling techniques. Data were collected using questionnaires and analyzed with descriptive statistics, validity and reliability tests, classical assumption tests, multiple linear regression analysis, partial tests (t), simultaneous tests (F), and determination coefficients with the help of SPSS. The results showed that knowledge had a positive and significant effect on teacher performance, while partial leadership abilities and styles did not show a significant influence. However, simultaneously, ability, knowledge, and leadership style had a significant effect on teacher performance. The research variables were able to explain some of the variations in teacher performance, while the rest were influenced by other factors outside the study. It is not enough to improve teacher performance only by relying on individual abilities or leadership, but it is necessary to pay attention to strengthening and updating teachers' knowledge in order to be able to respond to changing learning needs and educational development. Therefore, schools need to encourage the professional development of teachers in a sustainable manner through knowledge improvement, ability optimization, and leadership support.