Effects of Principal Skills, Work Culture, Learning Facilities on Primary School Teacher Performance

The purpose of this study was to analyze the principal's skills on teacher performance; cultural influences on teacher performance; the effect of learning facilities on teacher performance; and the motivation to learn from the principal, work culture and learning facilities together on teacher performance. The study was conducted on 86 elementary school teachers at the Tadika Puri Foundation in South Jakarta, data were collected through a questionnaire distributed to respondents, while open interviews were conducted with Foundation administrators. Data analysis use SPSS application assistance. The research findings show that there are principals 'skills on teacher performance, there is a development of work culture towards teacher performance, there is development of learning facilities on teacher performance, and there is development of principals' skills, work culture, and joint learning development on teacher performance.


INTRODUCTION
One of the factors that influence the creation of quality education is the teacher (Juhji, 2016;Suragangga, 2017). As the executor of the education process, the teacher has the role of applying the planned education programs. This shows that the teacher influences and determines the educational goals that have been set. Thus, one way to get quality teachers in order to improve the quality of schools is obtained through ways to improve performance by taking into account the factors that influence it.
According to Uno (2012) performance can be seen directly in daily life as a professional activity. The level of performance possessed by teachers is relatively different, because of the differences they have, both regarding work experience, education, and knowledge (Supardi, 2012). In principle, teachers have high potential to be creative in order to improve their performance. However, the potential of the teacher to be creative as an effort to improve his performance does not always develop naturally and smoothly due to the influence of various factors both arising within the teacher's own person (internal factors) or those that are outside the teacher's personal (external factors).
It is undeniable that the conditions at school, the condition of teachers who are not in line with expectations, such as teachers working part time both in accordance with their profession and outside their profession (Juhji, 2017). Some teachers who are totally engaged in part-time activities are rather than the main activities as teachers at school. Teacher performance is an important factor in realizing quality education (Supardi, 2012). Teacher profiles are needed for excellent professionalism and are able to apply the principles of professionalism to improve their performance. In connection with this, Sagala (2013) argues that teachers are professional occupations and are holistically at the highest level in the National Education System, because teachers have strong autonomy in carrying out their professional duties. Public expectations of such high teacher performance cannot yet be met by the world of education in Indonesia (Supardi, 2017a). In fact, teacher performance is still far from what was expected (Supardi, 2017b). This is based on the facts.
The results of interviews with the Director of Formal Education Tadika Puri, Mrs. Nur Faidah in early September 2018, and based on reports from each school principal of each branch, there are at least 50% of teachers who do not comply with the working hours set by the Tadika Puri Foundation. The implementation of teacher's entrance hours at the school starts from 06.45 WIB until 14.00 WIB. Based on this report, it is known that the performance of teachers at the Elementary School at the Tadika Puri Foundation in South Jakarta is categorized as low. The low performance of teachers cannot be separated from the role of the principal in managing human resources owned (Djafar & Nurhafizah, 2018). In this case, the elementary school principal at the Tadika Puri Foundation has not been able to create a conducive work culture. This can be seen from the interview data that 50% of teachers in the built environment do not comply with the predetermined working hours. This shows that the discipline of elementary school teachers at the Tadika Puri Foundation is still low, and this work culture is often an obstacle in achieving professional teacher performance.
Elementary school principal leadership skills at the Tadika Puri Foundation can also be seen from the ability to organize and complete the required learning facilities. Based on interviews from the Procurement and Maintenance Department of Goods through the Director of Formal Education, the Tadika Puri Foundation, shows that learning facilities in each branch do not meet expected standards, including: learning media needed in each school has not been fulfilled, school buildings have been damaged, there are classrooms in each school that are less comfortable to live in because of inadequate conditions, poorly maintained library buildings, and inadequate sports fields.
These conditions indicate that the skills of elementary school principals at the Tadika Puri Foundation are said to be poor. In addition, the existing work culture cannot show a stable and conducive work culture. Learning facilities available cannot support teacher performance in accordance with performance indicators referring to (1) quality of work (quality of work), (2) proptness (speed / accuracy of work), (3) initiative (initiative in work), (4) capability (work ability), and (5) communication (communication) (Supardi, 2012).
Based on the findings in elementary schools at the Tadika Puri Foundation, this study was carried out by taking the variables of principals' skills (X1), work culture (X2), and learning facilities (X3) as independent variables. Whereas teacher performance (Y) is determined as the dependent variable, with the objective (1) is there an effect of the principal's skills on teacher performance? (2) Is there an influence of work culture on teacher performance? (3) Is there an effect of learning facilities on teacher performance? (4) Is there an effect of the principal's skills, work culture, and learning facilities together on the performance of teachers in elementary schools at the Tadika Puri Foundation?

METHOD
This study uses a quantitative approach with a causal design that is to measure the role of research variables (Gunawan, 2013;Sugiyono, 2015;Supardi, 2017c) through ex-post facto. This study aims to look for the influence of principals 'leadership skills on teacher performance, the influence of work culture on teacher performance, the influence of learning facilities on teacher performance, and the influence of principals' leadership skills, work culture, and learning facilities together on elementary teacher performance in Tadika Puri Foundation.
The sample of this study was 86 teachers who were in 4 (four) elementary schools in the Tadika Puri South Jakarta neighborhood. Data was collected through a questionnaire, namely a number of questions asked in writing to respondents (Arikunto, 2013) through written answers. Data were analyzed through correlation tests to determine the effect of each variable.

Principal's Leadership Skills on Teacher Performance
The results of the analysis of the influence of school principal leadership on teacher performance can be seen in table 1 below.
Based on table 1 above, the Anova test analysis results obtained a calculated F value of 35,196 and a probability (sig.) Of 0,000 <0.05 which means Ho is rejected, meaning that the leadership skills of the principal (X1) have a significant effect on teacher performance (Y). The regression equation can be formulated as Y = 49,120 + 0.709X1, that teacher performance is influenced by fluctuations in the increase and decrease in principals' leadership, with a fluctuation score of 0.709. Hypothesis Base (Ho): There is no significant influence on the principal's leadership variable (X1) on Teacher Performance (Y).
From the above output it can be seen the value of t arithmetic = 5.933 with a significance value of 0.000 <0.05, then Ho is rejected and H1 is accepted, which means there is a significant influence of the principal's leadership variable (X1) on Teacher Performance (Y). The magnitude of the correlation value (r) that is 0.543 indicates the coefficient of determination (R2) of 0.295 which means that the influence of the principal's leadership (X1) on teacher performance (Y) is 29.5%, while that which is influenced by other variables is 70.5%, thus proven that the influence of the principal's leadership on teacher performance is significant.

Work Culture on Teacher Performance
The results of the analysis of the influence of work culture on teacher performance can be seen in Based on the Anova test results in Table 2 above, the calculated F value was 43.324 and the probability (sig.) of 0.000 <0.05, which means that Ho was rejected. This means that work culture has a significant effect on teacher performance. Regression equation of the influence of work culture (X2) on teacher performance (Y): Y = 32.290 + 0.857 X2. The regression equation can be explained that teacher performance is influenced by fluctuations in the increase and decrease in work culture, with a fluctuation score of 0.857. Basic hypothesis Ho: There is no significant effect (significant) variable Work Culture (X2) on Teacher Performance (Y).
From the above output we can know the value of t arithmetic = 6,582 with a significance value of 0,000 <0.05, then Ho is rejected and H1 is accepted, which means there is a significant influence of work culture variables (X2) on teacher performance (Y). The magnitude of correlation (r) is 0.583 which shows the coefficient of determination (R2) of 0.340, meaning that the influence of work culture (X2) on teacher performance (Y) is 34%, while others are influenced by other variables by 66%, thus it is evident that the influence of work culture on teacher performance is significant.

Learning Facilities on Teacher Performance
The results of the analysis of the effect of learning facilities on teacher performance can be seen in table 3 below. Based on the Anova test results in Table 3 above obtained the calculated F value of 117,268 and the probability (sig.) Of 0,000 <0.05 which means Ho is rejected, meaning that work culture (X3) has a significant effect on teacher performance (Y). The regression equation of the influence of work culture (X3) on teacher performance (Y): Y = 15,714 + 0.934X3, which can be explained that teacher performance is influenced by fluctuations in the increase and decrease in work culture, with fluctuation scores 0.934. Basic hypothesis Ho: There is no significant effect of learning facility variables (X3) on Teacher Performance (Y). T value = 10,829 with a significance value of 0,000 <0.05, then Ho is rejected and H1 is accepted, meaning there is a significant influence of learning facility variables (X3) on Teacher Performance (Y).
The magnitude of the correlation value (r) is 0.763, which shows the coefficient of determination (R2) of 0.583, meaning that the effect of learning facilities (X3) on teacher performance (Y) is 58.3%, while that influenced by other variables is 41.7%, thus it is proven that learning facilities can significantly affect teacher performance.

Principal Leadership, Work Culture, Learning Facilities on Teacher Performance
To find the presence or absence of the influence of two or more independent variables (predictors) on the criterion variable, the multiple linear regression test is used using the same formula as in simple regression, but in the multiple regression test it is adjusted to the number of variables analyzed. The results of statistical analysis on teacher performance can be seen in . So the F-count is bigger. The probability value (sig.) Of 0.000, which means it is smaller than the significant level of 0.05, then Ho is rejected, meaning that the leadership skills of the principal (X1), work culture (X2), and learning facilities (X3) together have a significant effect on teacher performance (Y). The regression equation for the influence of principals' leadership skills (X1), work culture (X2), and learning facilities (X3) on teacher performance (Y) is Y = -34,481 + 0.214 X1 + 0.456 X2. + 0.678 X3, so that the regression equation can be explained that teacher performance is influenced by fluctuations in the increase and decrease in school leadership, work culture, and learning facilities, with fluctuation scores X1 of 0.214 and X2 of 0.456 and X3 of 0.678.
The results of multiple regression tests obtained the probability value (Sig.) Of the principal's leadership (X1) of 0.025 <0.05, so that Ho was rejected; work culture (X2) of 0.000 <0.05, so Ho is rejected; and learning facilities (X3) of 0,000 <0.05, so Ho is rejected; so that it can be concluded that the principal's leadership variables (X1), work culture (X2), and learning facilities (X3) together significantly influence teacher performance (Y). Multiple regression test results obtained Adjusted R Square value of 0.682 which means that the leadership skills of the principal (X1), work culture (X2), and learning facilities (X3) have an effect of 68.2% on teacher performance (Y), the remaining 31.8% is influenced by variables others that are not examined in this study.

Discussions
The magnitude of the correlation value (r) that is 0.543 shows the coefficient of determination (R2) of 0.295 which means that the influence of the principal's leadership (X1) on teacher performance (Y) is 29.5%, while that which is influenced by other variables is 70.5%, thus proven that the influence of the principal's leadership on teacher performance is significant. The findings of this study are in line with the results of Setiyati's research (Setiyati, 2014) in the Vocational High School of Gunungkidul Regency that there is a positive and very significant influence of school principal leadership on teacher performance with a percentage of 18.22%. Other research results also reinforce the findings of this study which found the influence of school leadership on teacher performance (Handayani & Rasyid, 2015;Latief & Masruroh, 2017;Sodiah & Nurhikmah, 2017;Purwoko, 2018). Some research results, highlighting the influence of school principals on teacher performance such as: supervision (Amanda et al., 2017), leadership style (Ardansyah, 2014), motivation of school principals (Djafar & Nurhafizah, 2018), work ethics ( Sodiah & Nurhikmah, 2017), and the behavior of the principal (Muslim, 2013 The magnitude of correlation (r) is 0.583 which shows the coefficient of determination (R2) of 0.340, meaning that the influence of work culture (X2) on teacher performance (Y) is 34%, while others are influenced by other variables by 66%, thus it is evident that the influence of work culture on teacher performance is significant. This finding is in line with the findings of Talimbo (2013) that work culture influences teacher performance in schools. The higher the work culture, the higher the teacher's performance. Organizational culture is also claimed as a variable that influences work culture (Handayani & Rasyid, 2015). In addition, school culture (Setiyati, 2014) also gets a portion that is almost the same as work culture, influencing teacher performance. Thus, research findings can strengthen previous findings that work culture can influence teacher performance in schools.
The magnitude of the correlation value (r) is 0.763, which shows the coefficient of determination (R2) of 0.583, meaning that the effect of learning facilities (X3) on teacher performance (Y) is 58.3%, while that influenced by other variables is 41.7%, thus it is proven that learning facilities can significantly affect teacher performance. This finding is in line with Febrianti's findings (Febrianti, 2015) that learning facilities have a positive effect on teacher performance. The study was conducted on 41 teachers in the Vocational High School (SMK) Bandung Women's Hall.

CONCLUSION
There is an influence of school leadership skills on teacher performance, there is an influence of work culture on teacher performance, there is an influence of learning facilities on teacher performance, and there is an influence of school leadership skills, work culture and learning facilities together on teacher performance by 69.3% and the remaining 30.7% is influenced by other factors. This study recommends that school principals should be able to create a conducive work culture, which is a work culture that is able to improve mutual cooperation, togetherness, openness with one another, kinship, build better communication, work productivity, and be responsive to the development of the outside world so that can support the process of education in schools and educational goals can run smoothly, regularly, effectively, and efficiently.