The Influence of Education and Training on Teacher Competency With Organizational Culture as an Intervening Variable At Sekolah Cinta Budaya

Economics

The figure of the teacher from ancient times until now has never experienced functional decline, in fact, as time has progressed, the position of the teacher has even changed to become an important center capable of bringing change to the human world towards a better future. To get there, a teacher carries very heavy duties and responsibilities and apart from that, a teacher's ability and competence are also often the basic assessment of the teacher's suitability. This research aims to find out whether education and training influence teacher competence through organizational culture as an intervening variable at the Love Culture School. The research was conducted on 171 teachers from kindergarten, elementary, middle and high school levels at the Cinta Budaya School and using purposive random sampling techniques, the results obtained were 84 respondents. Data analysis uses associative quantitative data and is processed with the SPSS version 22 program. The results obtained from this research show that the education variable has a regression coefficient value of 0.424, the training variable has a regression coefficient value of 0.412 so it is known that there is a significant influence between education and training on culture. organization. The education variable on teacher competency has a regression coefficient value of 0.385 and shows a significant influence, while the training variable has a regression coefficient value of -0.077, meaning it has an influence but not significant on teacher competency. The organizational culture variable on teacher competency has a significant influence with a regression coefficient value of 0.554. Based on the results of the path analysis, it is known that the influence of education (X1) on teacher competence (Y) is through organizational culture (Z) where the direct influence is 38.5%, the indirect influence is 23.4%. Thus, it can be concluded that the education variable (X1) is less effective in increasing teacher competence (Y) through organizational culture (Z). Meanwhile, the magnitude of the influence of the training variable (X2) on teacher competency (Y) through organizational culture (Z) consists of a direct influence of 0.077% and an indirect influence of 22.8%. Thus, it can be concluded that training through organizational culture has an influence on teacher competence at the Love Culture School.

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