Pengaruh Pembelajaran Organisasi dan Kedisiplinan Terhadap Kinerja Guru Melalui Prestasi Guru

Didi Iskandar; Suparmoko Suparmoko; Budi Ilham Maliki

doi:10.26811/didaktika.v10i1.1927

Authors

Didi Iskandar Universitas Bina Bangsa, Banten, Indonesia
Suparmoko Suparmoko Universitas Bina Bangsa, Banten, Indonesia
Budi Ilham Maliki Universitas Bina Bangsa, Banten, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v10i1.1927

Abstract

Teacher performance is a key indicator in evaluating the effectiveness of the educational process in schools. Various organizational factors are believed to influence teacher performance, including organizational learning and work discipline. This study aims to analyze the effects of organizational learning and discipline on teacher performance through work achievement. This research employed a quantitative approach using a survey method involving 100 civil servant teachers from public elementary schools in Gerogol District, Cilegon City, Indonesia. Data was collected through a Likert-scale questionnaire and analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The results indicate that organizational learning has a positive and significant effect on teacher performance. In contrast, discipline does not significantly influence teacher performance. The findings also reveal that discipline has a significant effect on work achievement, whereas organizational learning does not significantly affect work achievement. Furthermore, work achievement does not mediate the relationship between organizational learning and discipline with teacher performance. These findings suggest that improving teacher performance is more strongly associated with effective organizational learning processes within schools. Therefore, strengthening organizational learning culture in schools is essential for enhancing teacher performance.

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