The Effect of Competence, Motivation and Welfare on The Performance of Early Childhood Education Teachers in Palu City
Abstract
This study aims to analyze the influence of competence, motivation, and welfare on the performance of Early Childhood Education (PAUD) teachers at the Palu City Education and Culture Office. The research method used is quantitative with a survey approach. The sample in this study amounted to 104 PAUD teachers who were selected through census techniques. Data collection is carried out through questionnaires that have been tested for validity and reliability. The results showed that the three independent variables, namely competence, motivation, and welfare, simultaneously had a significant effect on teacher performance with an R² value of 0.848. Partially, the competency variable had a regression coefficient of 0.257 (p = 0.001), motivation of 0.147 (p = 0.014), and welfare of 0.439 (p = 0.000). These findings indicate that welfare is a dominant factor in influencing the performance of PAUD teachers. All three variables had a significance value of < 0.05, which showed a positive and significant influence on improving teacher performance. The implications of this study emphasize the importance of teacher professional development through improving competence, providing motivational support, and improving overall welfare aspects. This study recommends the need for integrated policies from stakeholders to create a work environment that supports the optimal performance of PAUD teachers.
References
Astuti, D., Mukhlis, A., & Permana, A. (2023). Improving Teacher Performance Through Professional and Pedagogic Competencies: The Role of Work Motivation as a Mediator. Pendas: Scientific Journal of Basic Education, 9(3). https://doi.org/10.23969/jp.v9i3.19116
Becker, G. S. (1964). Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education. University of Chicago Press.
Dewi, I. N., & Lestari, S. (2020). The Relationship of Emotional Well-Being with Early Childhood Teacher Performance. Journal of Educational Psychology, 8(2), 55–66.
Fitriyani, N., & Salamah, U. (2023). Teacher Competency Development Through Learning Communities. Journal of Basic Education, 8(2), 112-120.
Handoko, T. H. (2014). Personnel and Human Resource Management. Yogyakarta: BPFE.
Hasibuan, M. S. P. (2016). Human Resource Management. Jakarta: Bumi Aksara.
Kartika, N. K., & Ambara, D. P. (2021). Personality Competence and Teaching Motivation Affect the Performance of Early Childhood Education Teachers. Journal of Early Childhood Education Undiksha, 9(3), 381–390. https://doi.org/10.23887/paud.v9i3.39952
Kalikulla, S. (2021). The Influence of Teacher Welfare, Work Motivation and Teacher Competence on the Performance of Vocational Teachers in West Sumba Regency. Journal of Dynamics of Educational Management, 1(2), 79–90. https://doi.org/10.26740/jdmp.v1n2.p79-90
Kusumawardani, E., Nugroho, D., & Syafruddin, A. (2022). The Effect of Training on Early Childhood Education Teacher Performance. Journal of Children's Education and Learning, 4(1), 20-32.
Kulla, S. K. (2020). The Influence of Teacher Welfare, Work Motivation and Teacher Competence on the Performance of Vocational Teachers in West Sumba Regency. ResearchGate. Retrieved from https://www.researchgate.net/publication/339430320_
Lestari, Y., & Wulandari, R. (2022). The Effect of Motivation on the Performance of Early Childhood Education Teachers during the Pandemic. Journal of Child Education, 7(2), 103-111.
Marlina, L., & Hidayat, A. (2020). Social Competence and Personality of Early Childhood Education Teachers: Implications for the Learning Environment. Journal of Early Childhood Education, 5(2), 76-88.
Massalim, S. Z. (2019). The Influence of Teacher Welfare on the Performance of PAUD Teachers in Kp.Cibadak Kayumanis Bogor. Journal of Out-of-School Education, 13(2), 62–67. https://doi.org/10.32832/jpls.v13i2.2650
Ningsih, R., & Pratiwi, D. A. (2022). The Effect of Welfare on Early Childhood Teacher Satisfaction and Performance. Journal of Educational Sciences, 6(1), 74–85.
Government Regulation Number 19 of 2017 concerning Guru.Suyanto & Jihad, A. (2013). Become a Professional Teacher. Jakarta: Erlangga.
Putri, M. D., & Sembiring, R. (2023). Increasing the Motivation of Early Childhood Education Teachers through Competency-Based Training. Journal of Early Childhood Education and Learning, 8(1), 59–70.
Rahman, F., Kusuma, I. H., & Widodo, S. (2024). The Interaction of Teacher Competence, Motivation, and Welfare in Influencing Teacher Performance: SEM Analysis. Journal of Educational Research, 18(1), 1-20.
Rahmawati, A., Mustaji, M., Setyowati, S., Hariyati, N., & Roesminingsih, E. (2024). The Influence of Pedagogic Competence and Motivation on Teacher Performance. Journal of Education Research, 5(3), 2500–2505. https://doi.org/10.37985/jer.v5i3.1049
Ramadhani, M., & Sutrisno, A. (2021). Implications of Welfare on the Loyalty and Performance of Early Childhood Teachers. Journal of Elementary Education and Early Childhood, 5(3), 89–98.
Sari, L. K., & Purnomo, E. (2023). Teacher Well-Being and Teacher Performance: A Mixed-Method Analysis in Senior High School. Journal of Educational Administration, 15(3), 112-130.
Siagian, S. P. (2012). Management Theory and Practice. Jakarta: Rineka Cipta.
Sutisna, E., & Ramdhan, A. (2021). Welfare and Performance of Early Childhood Education Teachers in Urban Areas. Journal of Early Childhood Education, 6(3), 88–97.
Law Number 14 of 2005 concerning Teachers and Lecturers. Republic of Indonesia.
Wahyuni, S., Putri, A., & Ramadhani, T. (2021). The Effectiveness of Competency-Based Training for Early Childhood Education Teachers. Journal of Teacher Professional Education, 3(1), 34-47.
Wijaya, B., & Supriyanto, A. (2022). The relationship between Teacher Motivation and Teacher Performance in Elementary School. Journal of Educational Management, 10(1), 78-95.
