ABSTRAK

Khairul Efendi. 2026. Pengaruh Kepemimpinan Instruksional, Lingkungan Kerja, dan Motivasi Guru Terhadap Kinerja Guru Sd di Kecamatan Kelumpang Hulu. Program Magister Administrasi Pendidikan, Program Pascasarjana, Universitas Lambung Mangkurat Banjarmasin. Pembimbing: (1) Prof. Drs. Ahmad Suriansyah M. Pd., Ph. D., (II) Dr. Ngadimun, M.M.

Korespondensi : a.suriansyah@ulm.ac.id

Kata Kunci: kepemimpinan instruksional, lingkungan kerja, motivasi guru, kinerja guru, analisis jalur

Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan instruksional, lingkungan kerja, dan motivasi guru terhadap kinerja guru SD di Kecamatan Kelumpang Hulu, baik secara langsung maupun tidak langsung melalui motivasi guru sebagai variabel mediasi. Penelitian menggunakan pendekatan kuantitatif dengan desain penelitian korelasional dan analisis jalur (path analysis). Populasi penelitian berjumlah 94 guru , sedangkan sampel sebanyak 94 guru yang ditentukan menggunakan teknik total sampling. Pengumpulan data dilakukan menggunakan kuesioner yang telah memenuhi persyaratan validitas dan reliabilitas. Analisis data dilakukan dengan statistik deskriptif, uji prasyarat, regresi linear berganda, dan analisis jalur.

Hasil penelitian menunjukkan bahwa: (1) kepemimpinan instruksional berada pada kategori sangat tinggi , lingkungan kerja berada pada kategori tinggi , motivasi guru berada pada kategori sangat tinggi , dan kinerja guru berada pada kategori sangat tinggi; (2) kepemimpinan instruksional berpengaruh positif dan signifikan terhadap kinerja guru dengan koefisien regresi β = 0,097, t = 2,755, dan p = 0,007; (3) lingkungan kerja berpengaruh positif dan signifikan terhadap kinerja guru dengan koefisien regresi β = 0,070, t = 2,157, dan p = 0,034; (4) motivasi guru berpengaruh positif dan signifikan terhadap kinerja guru dengan koefisien regresi β = 0,862, t = 23,286, dan p = 0,000; (5) kepemimpinan instruksional berpengaruh positif dan signifikan terhadap motivasi guru dengan koefisien β = 0,488, t = 5,694, dan p = 0,000; (6) lingkungan kerja berpengaruh positif dan signifikan terhadap motivasi guru dengan koefisien β = 0,312, t = 3,641, dan p = 0,000; (7) kepemimpinan instruksional berpengaruh tidak langsung terhadap kinerja guru melalui motivasi guru sebesar 0,421 (0,488 × 0,862) ; dan (8) lingkungan kerja berpengaruh tidak langsung terhadap kinerja guru melalui motivasi guru sebesar 0,269 (0,312 × 0,862). Nilai koefisien determinasi menunjukkan bahwa model pertama mampu menjelaskan 93,4% variasi kinerja guru (R² = 0,934) , sedangkan model kedua mampu menjelaskan 47,0% variasi motivasi guru (R² = 0,470).

Berdasarkan hasil penelitian dapat disimpulkan bahwa kepemimpinan instruksional, lingkungan kerja, dan motivasi guru berpengaruh positif dan signifikan terhadap kinerja guru. Motivasi guru juga terbukti berperan sebagai variabel mediasi yang meneruskan pengaruh kepemimpinan instruksional dan lingkungan kerja terhadap kinerja guru SD di Kecamatan Kelumpang Hulu

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ABSTRACT

Khairul Efendi. 2026. The Influence of Instructional Leadership, Work Environment, and Teacher Motivation on Teacher Performance in Public Elementary Schools in Kelumpang Hulu District. Master's Program in Educational Administration, Graduate School, Universitas Lambung Mangkurat, Banjarmasin. Advisors: (I) Prof. Drs. Ahmad Suriansyah, M.Pd., Ph.D.; (II) Dr. Ngadimun, M.M.

Correspondence : a.suriansyah@ulm.ac.id

Keywords: instructional leadership, work environment, teacher motivation, teacher performance, path analysis

This study aimed to analyze the direct and indirect effects of instructional leadership, work environment, and teacher motivation on teacher performance, with teacher motivation acting as a mediating variable, in public elementary schools in Kelumpang Hulu District. The research employed a quantitative approach using a correlational design and path analysis. The population consisted of 94 teachers , and the sample included 94 teachers selected through a total sampling technique. Data were collected using questionnaires that met the requirements for validity and reliability. Data analysis involved descriptive statistics, prerequisite tests, multiple linear regression, and path analysis.

The results showed that: (1) instructional leadership was in the very high category , work environment was in the high category , teacher motivation was in the very high category , and teacher performance was in the very high category; (2) instructional leadership had a positive and significant effect on teacher performance with a regression coefficient β = 0.097, t = 2.755, and p = 0.007; (3) work environment had a positive and significant effect on teacher performance with a regression coefficient β = 0.070, t = 2.157, and p = 0.034; (4) teacher motivation had a positive and significant effect on teacher performance with a regression coefficient β = 0.862, t = 23.286, and p = 0.000; (5) instructional leadership had a positive and significant effect on teacher motivation with a coefficient β = 0.488, t = 5.694, and p = 0.000; (6) work environment had a positive and significant effect on teacher motivation with a coefficient β = 0.312, t = 3.641, and p = 0.000; (7) instructional leadership had an indirect effect on teacher performance through teacher motivation of 0.421 (0.488 × 0.862) ; and (8) work environment had an indirect effect on teacher performance through teacher motivation of 0.269 (0.312 × 0.862). The coefficient of determination showed that the first model could explain 93.4% of the variance in teacher performance (R² = 0.934) , while the second model could explain 47.0% of the variance in teacher motivation (R² = 0.470).

Based on the findings, it can be concluded that instructional leadership, work environment, and teacher motivation have a positive and significant effect on teacher performance. Teacher motivation is also proven to act as a mediating variable that channels the effect of instructional leadership and work environment on teacher performance in public e