Teacher Competency and Job Satisfaction as Predictors of Instructor Performance at TPQ Roudlotul Huda Tegalrejo Magelang
https://doi.org/10.59110/aplikatif.937
Keywords:
Instructor Performance, Job Satisfaction, Non-Formal Islamic Education, Teacher Competency, Taman Pendidikan Al-Qur'anAbstract
Community-based Taman Pendidikan Al-Qur'an (TPQ) institutions require effective human-resource management to maintain instructor performance, particularly through the development of teacher competency and job satisfaction. This study examines the contribution of teacher competency and job satisfaction to instructor performance at TPQ Roudlotul Huda Tegalrejo Magelang. A quantitative associative survey design was employed involving all 33 active instructors selected through total sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using IBM SPSS Statistics 25. Instrument validity and reliability were assessed using Pearson correlation and Cronbach's Alpha, while multiple linear regression was preceded by normality, multicollinearity, and heteroscedasticity tests. The results showed that teacher competency significantly predicted instructor performance (β = 0.371, t = 3.597, p = 0.001), while job satisfaction also showed a significant positive contribution (β = 0.417, t = 4.022, p < 0.001). Simultaneously, both variables significantly predicted instructor performance, F(2, 30) = 29.846, p < 0.001, with an Adjusted R² of 0.644. Job satisfaction showed a relatively stronger standardized contribution than teacher competency. These findings highlight the importance of combining competency development with recognition, supportive working conditions, and appropriate attention to instructors' job satisfaction in managing human resources within community-based TPQ institutions.
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