Strengthening Pedagogical Competence, Situational Leadership, And Work Motivation To Increase The Commitment Of The Teacher Profession

Abstract

This research aims to determine efforts to increase the commitment of the teaching profession through the study of the direct influence of variable pedagogical competence, situational leadership and work motivation. The selected sample amounted to 163 people on a multistage proportional random sampling basis. This research uses survey methods with a path analysis approach followed by SITOREM analysis. The results of this study concluded that: (1) There is a positive influence of pedagogical competence on professional commitment with a value of β_y1 = 0.707, (2) There is a positive influence of situational leadership on professional commitment with a value of β_y2 = 0.645, (3) There is a positive influence of work motivation on professional commitment with a value of β_y3 = 0.773, (4) There is a positive influence of pedagogical competence on work motivation with a value of β₃₁ = 0.578, (5) There is a positive influence of situational leadership on work motivation with a value of β₂₃ = 0.590, (6) There is an indirect positive influence of pedagogical competence on professional commitment through work motivation with a value of z of 4,182, (7) There is an indirect positive influence of situational leadership on professional commitment through work motivation with a value of z of 5,176 situational with a value of z of 3,727. The results of the SITOREM analysis show that the indicators that are still weak and need to be improved are (1) Mastering the characteristics of learners, (2) Developing learners to actualize their various potentials, (3) Ability to manage to learn, (4) Implementation of learning outcome evaluation, (5) Utilization of learning technology, (6) Effectiveness of work, (7) Empowering members in work, (8) Participatory in various decisions and (9) Willingness to seriously in improving science.