The Influence of Motivation and School Culture on Teacher Performance at State Vocational High Schools in the Sigli City Area, Pidie Regency

Abstract

This study aims to analyze the effect of work motivation and school culture on the performance of teachers at State Vocational High Schools in Sigli City, Pidie Regency. Using a mixed-method approach, the research combines quantitative and qualitative data obtained through surveys, interviews, and documentation. The study sample consists of 148 teachers selected through proportional random sampling. The results indicate that work motivation has a significant positive effect on teacher performance, as evidenced by a significance value of 0.000 ≤ 0.05. Similarly, school culture significantly influences teacher performance, with a significance value of 0.026 ≤ 0.05. Furthermore, the simultaneous influence of motivation and school culture on teacher performance is statistically significant, with a significance value of 0.001 ≤ 0.05. These findings suggest that enhancing school culture can positively impact teacher performance and ultimately improve educational outcomes. School leaders should implement policies that strengthen a positive and supportive school environment. Teachers, in turn, are encouraged to continuously enhance their professional competencies to optimize their teaching performance.