Effects of Work Commitment Discipline and Competence on Teacher Performance in Islamic Private Schools Indonesia

Purpose: This study examines the partial and simultaneous effects of work commitment, work discipline, and competence on teacher performance at Sekolah Guang Ming Medan, a private school where teacher performance has been constrained by inconsistent commitment, discipline, and professional competence.

Research Methodology: A quantitative survey design was employed using a census of all 53 teachers. Data were collected through structured questionnaires measured on a five-point Likert scale. Instrument validity and reliability were confirmed using Pearson’s correlation and Cronbach’s alpha. Multiple linear regression, t-tests, F-tests, correlation analysis, and coefficient of determination were conducted using IBM SPSS Statistics 20.0 after satisfying classical assumption tests.

Results: All instruments were valid and reliable. Descriptive analysis indicated that work discipline was rated Very Good, while work commitment, teacher performance, and competence were categorized as Good to Fairly Good. Regression analysis produced the equation Y = 51.134 + 0.048X1 + 0.161X2 + 0.213X3. Work commitment, work discipline, and competence each had a positive and significant effect on teacher performance, while the simultaneous F-test showed a significant joint effect. The model explained 81.2% of the variance in teacher performance (Adjusted R² = 0.812), with competence demonstrating the strongest influence.

Conclusions: Work commitment, work discipline, and competence significantly improve teacher performance, individually and collectively.

Limitations: The study was limited to one private school with 53 teachers and did not examine other factors such as leadership, motivation, or organizational culture.

Contributions: The findings provide empirical evidence to support human resource management strategies for improving teacher performance in Indonesian private schools.