Determinants Of High School Mathematics Teacher Performance Through Teacher's Innovative Behavior Intervening Variables

Abstract

This study seeks to describe and measure Indonesian high school mathematics teachers' performance drives via intervening factors of innovative teacher conduct. The study adopted a quantitative technique by sending questionnaires to public and private high school mathematics instructors in Semarang city and Semarang regency. The hypothesis evaluation was carried out using Analysis of Moment Structures (AMOS) tool, and the data processing used the Structural Equation Model (SEM) analysis. The research findings revealed that school principal’s transformational leadership, teacher’s self-efficacy, and teacher’s commitment were the determinants of teacher’s effectiveness in teaching. In addition, the intervening elements of creative instructor behavior created good and large impacts on the learning process. On the other hand, the school atmosphere has no positive and significant impact on teacher’s teaching performance.