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PENGARUH SELF EFFICACY DAN KOMPENSASI TERHADAP KINERJA GURU LEMBAGA PENDIDIKAN INKLUSI DI MAN 2 SLEMAN
This research was motivated by the crucial role of teachers in the success of inclusive educational institutions, which requires them to maintain high performance. The heavy workload and demands for professionalism require teachers to possess psychological capital and external support that can motivate them to improve the quality of their performance continuously. An internal psychological aspect that has a significant effect on improving teacher performance is self-efficacy. In addition to internal factors, proper compensation is an external factor that also affects teacher performance. MAN 2 Sleman is one of the Islamic educational institutions that implements inclusive education. Therefore, in the context of inclusive educational institutions at MAN 2 Sleman, improving teacher performance is closely related to strengthening self-efficacy and providing compensation. This study aims to examine and analyze how these two variables, both partially and simultaneously, affect teachers' performance in inclusive educational institutions at MAN 2 Sleman. This research was a survey study using a quantitative method. The population in this study consisted of all educators at Madrasah Aliyah Negeri 2 Sleman, totaling 42 individuals. This study usedsaturated sampling. The data collection techniques used included administering questionnaires, conducting interviews, and documenting. The data validity tests applied included validity and reliability tests. The prerequisite tests for analysis comprised normality, linearity, heteroscedasticity, and multicollinearity tests. The data analysis technique used was multiple regression analysis with hypothesis testing, including partial tests (t-tests) and simultaneous tests (F-tests), as well as the coefficient of determination and effective and relative contributions. The results of this study showed: (1) There is a positive and significant effect of self-efficacy on teacher performance in inclusive educational institutions at MAN 2 Sleman, with a significance value of .000 < 0.05 and a calculated t-value of 12.639 > a critical t-value of 2.022. (2) There is a positive and significant effect of compensation on teacher performance in inclusive educational institutions at MAN 2 Sleman, with a significance value of .000 < 0.05 and a calculated t-value of 4.077 > a critical t-value of 2.022. (3) Self-efficacy and compensation simultaneously have a positive and significant effect on teacher performance in inclusive educational institutions at MAN 2 Sleman, with a calculated F-value of 118.642 > a critical F-value of 3.24 and a coefficient of determination of 0.852, indicating that 85.2% of the variation in teacher performance at inclusive educational institutions of MAN 2 Sleman can be explained by self-efficacy and compensation, while the remaining 14.8% is affected by other factors outside this study.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
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