Pengaruh Kompetensi dan Disiplin Kerja terhadap Kinerja Guru di SMK Muhammadiyah 1 Pekanbaru

Abstract

The findings reveal that, when analyzed individually, competence does not significantly influence teacher performance, as indicated by a significance level of 0.201, which exceeds the 0.05 threshold. In contrast, work discipline demonstrates a significant impact on teacher performance, with a significance value of 0.000, falling well below the 0.05 benchmark. When evaluated together, both competence and work discipline significantly affect teacher performance, evidenced by an F-value of 28.824, which surpasses the critical F-table value of 3.19, and a corresponding significance level of 0.000. The R² coefficient of 0.541 suggests that 54.1% of the variation in teacher performance is attributable to competence and work discipline, while the remaining 45.9% is likely influenced by external variables not covered in this study. These results emphasize that strengthening work discipline should be prioritized as a key strategy for improving teacher performance. While enhancing competence remains essential, it must be approached in a way that is more applicable and directly beneficial to teaching outcomes.