The Relationship between School Climate and Teacher Performance
- November 10, 2019
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue X, October 2019 | ISSN 2454–6186
The Relationship between School Climate and Teacher Performance
Eka Rohmiati*, Irawan Suntoro, Sumadi
Faculty of Teacher Training and Education, University of Lampung, Indonesia
* Corresponding author
Abstract: This study aims to determine the relationship between school climate and the performance of teachers of Vocational High School in the city of Bandar Lampung. This study the study is quantitative. This research was Ex Post Facto. Data collection was conducted by means of interviews and questionnaires with 88 samples of 100% response level teachers. It is concluded that there is a positive relationship between school climate and teacher performance.
Keywords: Indonesia, School Climate, Teacher performance.
I. INTRODUCTION
Teachers are the most decisive component in the education system (Amanza, 2013).Teacher performance is the result of the quality and quantity of work accomplished by a teacher in carrying out their duties according to their responsibilities (Murwati, 2013).
Many factors affect the performance of teachers, including school leadership, school climate, teacher work motivation, teacher competence, and culture at school (Hoy & Miskel, 2008). Teachers will be optimal, when integrated with components of the school, good school leadership, school climate, teacher work motivation, and employees as well as students.
Problems that often arise in the performance of the teacher is the role of the principal and the school were inadequate. Most principals only deal with administrative issues, monitor the presence of the teacher, or make a report to the supervisor. The school principal is not optimal in improving teacher performance.
School climate is the organization that has a particular climate or atmosphere that is felt by members of the school organization. School climate is the end product of the interaction between groups of students in the school, teachers, and administration officials (administrators) (Hadiyanto 2004). School climate is assessed directly and not directly by the teacher who is considered to be a major force in influencing the behavior of the teacher (Sagala, 2008).
