Correlation of Work Discipline and Pedagogical Competence to Teaching Performance in Elementary Teacher

Abstract

Teachers are the leading actor in concept development in elementary school students, especially in this globalization era. They need strong self-discipline and pedagogical competence to perform meaningful learning suitable for their student age. Therefore, this study analyzes the correlation between elementary teachers’ discipline and pedagogical competence in teaching performance. This study involved 157 civic servant teachers from public elementary schools in Banyumanik Subdistrict as respondents. The research method involved observation and selfassessment using 1st-order structural equation modeling (SEM) for data analysis. The results show that the teachers' discipline, pedagogical competence, and performance (as the latent variables) achieved high scores. Then, the latent variables are significantly reflected by their observed indicators. Even though work discipline and pedagogical competence are not considerably affected teacher performance. The coefficient of determination (R2) reached only -5.1% in work discipline and 6.8% in pedagogical competence to teacher performance (p-value > 0.500). While in simultaneously, pedagogical competence and discipline only affected about 3% of teacher performance. It needs further investigation and confirmational studies through problem mapping and how the workload may prohibit teacher performance from the public elementary school in Banyumanik Sub-district.