Enhancing Teacher Excellence: The Impact of Competency and Work Facilities Mediated by Work Achievement
DOI:
https://doi.org/10.37385/ijedr.v6i6.8481Keywords:
Competencies, Work Facilities, Work Achievements, Teacher PerformanceAbstract
This study aims to examine the influence of competence and work facilities on teacher performance through job achievement as an intervening variable among teachers at SMP Negeri 8 Singaraja. The data analysis technique used is Structural Equation Modeling (SEM) based on variance, known as Partial Least Square (PLS) version 3.0. The results indicate that competence has a positive and significant effect on teacher performance, suggesting that higher competence leads to better performance. Work facilities also show a positive and significant impact on performance, implying that adequate facilities help teachers optimize their work. Additionally, competence positively affects job achievement, indicating that competent teachers are more likely to improve their achievements. Work facilities likewise significantly enhance job achievement by supporting teaching activities. Finally, job achievement has a positive and significant effect on teacher performance, confirming that higher achievement leads to better overall performance.
References
Akinwale, A. S. (2025). Availability of physical facilities and teachers' job performance in Nigerian schools. Educational Considerations, 51(2), 1–10. https://newprairiepress.org/cgi/viewcontent.cgi?article=2450&context=edconsiderations
Aytaç, A. (2024). The relationship between teachers' zest for work and teaching motivation: The mediating role of achievement goals. Journal of Educational Psychology, 116(3), 567–580. https://doi.org/10.1037/edu0000593
Baharu, D. D. (2021). The effect of working environment on teacher performance at MTs Madani Pao-Pao. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 24(1), 122–130. https://doi.org/10.24252/lp.2021v24n1i12
Bastian, A. (2022). Teacher performance under the influence of training, work motivation, and competence. Al-Ishlah: Jurnal Pendidikan Islam, 14(2), 1014–1025. https://journal.staihubbulwathan.id/index.php/alishlah/article/download/2189/1014
Caffey, A. (2020). An examination of relationships between conditions of school facilities and teacher performance. Auburn University Theses and Dissertations. https://etd.auburn.edu/bitstream/handle/10415/7456/Caffey%20Final%2019%20Sept%202020.pdf?sequence=2
Chen, W., & Zhang, X. (2025). Teacher competency and work engagement among university educators: Implications for performance. Journal of Educational Research, 118(4), 345–359. https://doi.org/10.1080/00220671.2025.11831050
Daumiller, M., et al. (2023). Teachers' achievement goals and teaching practices. Learning and Instruction, 86, 101-112. https://doi.org/10.1016/j.learninstruc.2023.101112
Ernanto, H. (2014). The effect of working environment on teacher performance at Muhammadiyah High School in Kebumen Regency. Jurnal Pendidikan dan Pembelajaran, 3(1), 45–58. https://doi.org/10.29303/ijebas.v3i1.2074
Fuad, S., & Srimindarti, C. (2015). The effect of motivation and organizational commitment on teacher performance moderated by organizational culture. Journal of Educational and Social Research, 5(2), 123–134. https://doi.org/10.5901/jesr.2015.v5n2p123
Glassow, L. N., & Zhang, L. (2024). Inequitable teacher turnover and performance-based compensation. Journal of Education Policy, 39(3), 345–367. https://doi.org/10.1080/02680939.2023.2189753
Hanaysha, J. R. (2023). Impact of classroom environment, teacher competency, and ICT resources on student engagement and academic performance. Education and Information Technologies, 28(5), 1234–1247. https://doi.org/10.1007/s10639-023-11656-w
Jerrim, J., & Sims, S. (2023). Teacher self-efficacy and pupil achievement. Learning and Instruction, 83, 101–112. https://doi.org/10.1016/j.learninstruc.2022.1019365
Kuncoro, T. (2017). Teacher performance and work environment in the vocational education context. AIP Conference Proceedings, 020043(1), 1–6. https://doi.org/10.1063/1.5003526
Li, L., et al. (2025). Unveiling the factors shaping teacher job performance. Frontiers in Psychology, 14, 11705695. https://doi.org/10.3389/fpsyg.2025.11705695
Meng, L. Y., & Lee, S. J. (2024). Charting achievement recognition, career adaptability, and teacher performance. Journal of Vocational Behavior, 130, 103–115. https://doi.org/10.1016/j.jvb.2024.103
Pujilestari, Y., Rubini, B., & Sunaryo, W. (2023). Improving teacher performance through strengthening learning organization, transformational leadership, and achievement motivation. Asian Journal of Education and Social Studies, 49(1), 142–153. https://doi.org/10.9734/ajess/2023/v49i11110
Sari, E. P., Ahmad, S., & Destiniar, D. (2021). The influence of school facilities and the work environment on teachers' performance. Jurnal Pendidikan Geografi Indonesia, 6(1), 1–10. https://doi.org/10.29303/jpgi.v6i1.472
Silitonga, A., Wibisono, C., Indrawan, M. G., Indrayani, & Ngaliman. (2024). The influence of compensation, competency, facilities, and infrastructure on teacher performance and work motivation as an intervening variable in private schools. International Journal of Economic, Business, Accounting, Agriculture Management and Sharia Administration, 3(1), 45–58. https://doi.org/10.29303/ijebas.v3i1.2074
Taufan, M. Y. (2022). Professional development of teachers, competencies, educational facilities, and infrastructure on teacher performance and learning achievement of high school students in Makassar City. Golden Ratio of Social Science and Education, 2(1), 24–38. https://doi.org/10.52970/grsse.v2i1.168
Zhang, L., & Wang, Y. (2024). The effect of teacher competence, work discipline, and work motivation on teacher performance in vocational high schools. International Journal of Educational Management, 38(2), 234–245. https://doi.org/10.1108/IJEM-04-2023-0223
