Collaborative Confidence: Transforming Teacher Performance through Teamwork and Self-Efficacy
DOI:
https://doi.org/10.31538/ndhq.v9i3.71Keywords:
Teacher Performance, Teamwork, Self-EfficacyAbstract
This study aims to comprehensively analyze the influence of teamwork and self-efficacy on teacher performance at a public junior high school in Jonggat District, Central Lombok Regency. Data were collected through participant observation and questionnaires using a Likert scale of 1-5. The method used was a survey with a correlational approach, while data analysis was carried out using descriptive and inferential statistics, including path analysis. The results of the study showed that (1) teamwork has a direct positive effect on teacher performance, with a correlation coefficient of 0.582 and a path coefficient of 0.412; (2) self-efficacy has a direct positive effect on teacher performance, with a correlation coefficient of 0.571 and a path coefficient of 0.392; and (3) teamwork also has a direct positive effect on self-efficacy, with correlation and path coefficients of 0.433 each. These findings confirm that improving teamwork can support the achievement of higher teacher performance, as well as strengthening teacher self-efficacy. This study recommends that schools prioritize the development of teamwork and improving teacher self-efficacy through training, professional development programs, and a collaborative work environment. The limitations of this study include the population being limited to junior high schools in Jonggat, so generalization of the results needs to be done with caution
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