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Volume 8 , Number 3, November 2023 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

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The Influence Of School Management On Teacher Performance 
(Survey at Bina Pangudi Luhur Vocational School) 

 
Zaki Azis Nugroho, Maryam Sulaeman 

Universitas Islam Jakarta 

zakyazi23@gmail.com 
 

Accepted: 
August 14th 2023 

Reviewed: 
Sept 18th 2023 

Published: 
Nov 30th 2023 

 

Abstract:  
School Management is an activity carried out effectively and efficiently to improve school 
performance in achieving educational goals, both national goals and institutional goals, the results 
of which can be seen from several factors as indicators of the performance achieved by the school. 
School management is tasked with creating a learning schedule that will be implemented at school. 
Lesson schedules cannot be created haphazardly. A lesson schedule is required in every school. 
This type of research is quantitative research. The method used is descriptive analytical correlation 
aimed at finding whether there is an influence and if there is an influence, how much influence the 
school management has on the performance of teachers at Bina Pangudi Luhur Vocational School. 
In this study, the population was all 33 teachers at Bina Pangudi Luhur Vocational School, Jakarta. 
From the results of observations in the field, it is known that school management carried out by 
Bina Pangudi Luhur Vocational School teachers has an impact on teacher performance and 
determines the quality of teacher performance. Thus, this condition shows that school 
management has no significant effect on teacher performance variables. the same as the law of 
cause and effect, the better the learning management carried out by the principal and teachers of 
Bina Pangudi Luhur Vocational School, the better the teacher's performance in the learning 
process and the work results that can be achieved by a teacher in an educational institution in 
accordance with their duties and responsibilities. 
 

 

Keyword:   School Management, Teacher Performance, Vocational School 
 

Introduction: 

School is an institution for students to receive instruction under the supervision of teachers1. 
Students study at school to get material appropriate to their subjects. At school there are principals, 
teachers, security guards, deputy principals and other school residents. Each school has its own 
duties2. 

 School Management is an activity carried out effectively and efficiently to improve 
school performance in achieving educational goals, both national goals and institutional goals, the 

 
1 Ahmad Karim et al., “The Effect of The Supervision of The Principal and The Professional Competency of 

Teachers on Teacher Performance in Private MI in Pacet District,” Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 
(2021); Saihu Saihu, “THE URGENCY OF TOTAL QUALITY MANAGEMENT IN ACADEMIC 
SUPERVISION TO IMPROVE THE COMPETENCY OF TEACHERS,” Edukasi Islami: Jurnal Pendidikan Islam 

(2020); M Bustanul Ulum, “Urgensi Supervisi Pendidikan Di Sekolah,” FALASIFA : Jurnal Studi Keislaman (2018). 
2 Lee Jerome, Alex Elwick, and Raza Kazim, “The Impact of the Prevent Duty on Schools: A Review of the 

Evidence,” British Educational Research Journal (2019); Thanos Touloupis, “How Do Teachers Approach Their School 
Duties? The Role of Self-Efficacy, Job Satisfaction, Burnout and Economic Crisis,” in Progress in Education. Volume 67, 
2021; Department of Education, “Health and Safety: Responsibilities and Duties for Schools,” Guidence Health and 
Safety; Muhammad Ibnu Faruk Fauzi, “Manajemen Sarana Dan Prasarana Pendidikan,” Al-Rabwah (2021). 

mailto:zakyazi23@gmail.com


  
 

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results of which can be seen from several factors as indicators of the performance achieved by the 
school3. School management is tasked with creating a learning schedule that will be implemented 
at school. Lesson schedules cannot be created haphazardly. A lesson schedule is required in every 
school. The lesson schedule must be made well and effectively. So that the teaching and learning 
activities of teachers and students run well. Discussing the lesson schedule, of course the lesson 
schedule can influence students/teachers. Certain lesson schedules that are different from the 
school entry schedule can affect students and teachers. One of the students complained that the 
school entry time was different from the entry time for Islamic Religious Education subjects4. 
 Implementing the school rules at Budi Pangudi Luhur Vocational School, teachers apply 
punishments to students. Punishments are carried out every time someone violates them. 
However, in reality, violations of school rules still occur frequently. So it can be said that up to 
now the rules and regulations for students that have been set by the school have not been fully 
followed by all students. 

This problem does not occur in just one or two schools. This problem seems trivial, but it 
can affect the teaching and learning process. This problem happened not just once or twice. This 
problem also affects the student's assessment and graduation. This cannot be allowed to continue. 
This problem must be handled immediately correctly and effectively, so that the teaching and 
learning process becomes better. Absenteeism is increasing. Assessments and graduations are also 
improving. 
 Based on observations of the attendance of students who tend to be late or do not come 
in to assess assignments, many students do not come in but are still working on the assignments 
that have been given. Some students are diligent in coming in but rarely do their assignments. This 
problem cannot be left for too long, it must be addressed immediately by changing the lesson 
schedule or by providing mutual support between teachers and students, thereby increasing 
motivation and achievement in studying Islamic Religious Education. 
  

Methods 

This type of research is quantitative research. The method used is descriptive analytical 
correlation because this research method aims to find out whether there is an influence and if there 
is an influence, how much influence the school management has on the performance of teachers 
at Bina Pangudi Luhur Vocational School. 
 The population in this research is all 33 teachers at Bina Pangudi Luhur Vocational 
School, Jakarta, in the 2022/2023 academic year. Medium sample 
According to Sugiyono5 "A sample is part of the number and characteristics of a population." 
According to Riduwan 6 "saturated sampling is a sampling technique when the entire population 
is used as a sample and is also known as a census." So saturated sampling was carried out with a 
sample of 33 teachers at Bina Pangudi Luhur Vocational School, Jakarta. 
 Data collection technique. Data collection techniques are techniques or methods that 
can be used by researchers to collect data. Data collection techniques are the main step in research, 
because the main aim of research is to collect data, if researchers do not know data collection 
techniques then researchers will not get data that meets standards. To obtain the data of interest, 
the author used the following data collection techniques: 
a. Observation 

 
3 S. Anastasiou and V. Garametsi, “Teachers’ Views on the Priorities of Effective School Management,” Journal 

of Educational and Social Research (2020); Ivana Campos Oliveira and Ione Vasques-Menezes, “Literature Review: The 
Concept of School Management,” Cadernos de Pesquisa (2018). 

4 Muh Barid Nizarudin Wajdi and Tobroni Tobroni, “Implications of Multiculturalism and Tolerance in Islamic 
Religious Education,” EDUCATIO: Journal of Education 5, no. 2 (2020): 182–192. 

5 P D Sugiyono, “Metode Penelitian Manajemen,” Bandung: Alfabeta, CV (2013). 
6 Sunarto Riduwan, “Belajar Mudah Penelitian Untuk Guru, Karyawan, Dan Pemula,” Bandung: Alfabeta (2006). 



  
 

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             Observation or field observation is a data collection tool that is carried out by 
systematically observing and recording symptoms that are investigated directly on the research 
object. In this case, the author made observations on the respondents 

b.    Questionnaire 
       The primary data used in this research is a questionnaire. A questionnaire is a data 

collection technique that is carried out by giving respondents a set of questions or written 
statements to answer. In this research, the questions in the questionnaire are arranged 
according to the sequence of variables according to the dimensions, the aim is that the 
questions in the questionnaire do not deviate from the research objectives. In this study, 
researchers used a Likert scale to measure a person's attitudes, opinions and perceptions about 
social phenomena. The questionnaire used is a closed questionnaire. To find out and assess 
respondents' attitudes and perceptions about research variables. In this research, a Likert scale 
was used. 

 The type of data in this research is quantitative data, namely data obtained through 
questionnaire results. To obtain relevant, complete and accurate data, the author uses two types of 
data sources, namely primary data and secondary data. 
a. Primary Data, is data obtained through a questionnaire which is filled in directly by the 

respondent, and then the data will be analyzed using the specified analysis method. 
b. Secondary data, is data used to support primary data, this data is complementary or supporting 

primary data. Secondary data can be obtained from journals, information sources such as the 
internet on domestic and foreign sites, and from internal organizations. 

Data analysis technique 
The data analysis method used in this research is correlation 
a. Looking for Correlation numbers, with the formula: 

𝑟
𝑥𝑦 =

𝑁 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)

√𝑁 ∑ 𝑥2−(∑ 𝑥 )2√𝑁 ∑ 𝑦2−(∑ 𝑦 )2

 

     Information: 
rxy: The “r” product moment correlation index number 
N: Amount of data (Number of Case) 

X: The number of scores in the X distribution 

Y: The number of scores in the Y distribution 

XY: The number of times the X score is multiplied by the Y score 

(X)2 : The number of scores squared in the X distribution 

(Y)2 : The number of scores squared in the Y distribution. 
b. Give an interpretation of rxy 
 
Statistical Hypothesis 
The procedure that must be carried out to be able to interpret the results of the RXY is: 
a. Formulate alternative hypothesis (Ha) and null hypothesis (Ho) 
b. Test the truth or falsity of the hypothesis and first find the degrees of freedom (db) or degress 
of freedom (df), with the formula: 
 
Information : 
df : decline of freedom              
N : number of cases 
nr: the number of variables that are correlated (Sudjono, 1997:181) 
By obtaining db or df, the quantity "r" product can be found 
moment, both at the 5% significance level and the 1% significance level. 
 

df =  N - nr 

 



  
 

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Result And Discussion: 

Regression analysis aims to determine whether or not there is linearity between the independent 
variable and the dependent variable. Then look for the appropriate equation to predict the average 
of X and Y, namely: Y = a + b 
 

Table 1. Regression Analysis Results 
 

Coefficientsa 

Model 

Unstandardized 
Coefficients 

Standardized 
Coefficients 

t Sig. B Std. Error Beta 

1 (Constant) 1,121 2,121  ,529 ,601 

School Management 
 (X) 

,714 ,051 ,930 14,053 ,000 

a. Dependent Variable: Teacher Performance 
(Y) 
Sumber : Data Diolah SPSS  
 
 Based on the results of the calculations carried out, a is 1.121 and b is 0.714 in the form 
of a simple linear regression equation as follows: 
   Ŷ = 1.121 + 0.714X 
 From the regression equation it can be seen that the relationship between school 
management and teacher performance is in the same direction (positive), this is shown in the 
regression coefficient or b value in the regression equation which shows a positive number of 
0.714 which means that every 1 unit increase in school management will be followed by the 
increase in teacher performance was 0.714 units at a constant of 1.121. Likewise, vice versa, if 
school management experiences a decrease of 1 unit, teacher performance will tend to decrease by 
0.714 units at a constant of 1.121. The coefficient a (intercept) is 1.121, which means that if there 
is no school management (X=0), the estimated teacher performance is 1.121 units. 
 
Correlation coefficient 
 This correlation test is used to determine the level (degree) of the influence of the 
independent variable on the dependent variable. The greater the correlation, the stronger the 
relationship. 
 

Table 2. Results of Correlation Coefficient Analysis 
 

Correlations 
 Manajemen Sekolah (X) Kinerja Guru (Y) 

School 
Management (X) 

Pearson Correlation 1 ,930** 

Sig. (2-tailed)  ,000 

N 33 33 

Teacher 
Performance (Y) 

Pearson Correlation ,930** 1 

Sig. (2-tailed) ,000  

N 33 33 

**. Correlation is significant at the 0.01 level (2-tailed). 
Sumber : Data Diolah SPSS  



  
 

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 From a simple correlation calculation, r is obtained at 0.930. From these results, it 
appears that the relationship between school management and teacher performance at Bina 
Pangudi Luhur Vocational School is very strong and in the same direction (positive). 

Coefficient of Determination 
 To determine the magnitude of the contribution of the school management variable (X) 
to the teacher performance variable at Bina Pangudi Luhur Vocational School (Y), the determining 
coefficient is calculated as follows 

Table 3. Results of Determination Coefficient Analysis 
Model Summary 

Model R R Square 
Adjusted R 

Square 
Std. Error of the 

Estimate 

1 ,930a ,864 ,860 1,87589 

Predictors: (Constant), School Management (X) 
     Sumber : Data Diolah SPSS  
KP  = r2 x 100% 

  = (0,930)2 x 100% 
  = 0,864 x 100% 
  = 86,4% 

 
 By looking at the calculation results above, the R square is 0.864 or 86.4%. This shows 
the large contribution of school management relationships to teacher performance in SMK Bina 
Pangudi Luhur was 86.4% while the remaining 13.6% was the relationship of other factors. 
 
 
Illustrations: 

Compare the test statistical value with the critical area 
 

 
 

Gambar 1 
 
Based on the data and analysis that has been carried out, it shows that the results of the regression 
analysis carried out obtained a of 1.121 and b of 0.714 or Ŷ = 1.121 + 0.714X. This means that 
the regression coefficient or b value in the regression equation shows a positive number of 0.714 
which means that every 1 unit increase in school management will result in teacher performance 
of 0.714 units. The results of the Correlation Coefficient analysis obtained r of 0.930, meaning that 
the relationship between school management and teacher performance is quite strong and in the 
same direction (positive). 



  
 

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 The results of the Coefficient of Determination analysis showed that the contribution 
of school management relationships to teacher performance was 86.4%, while the remaining 
13.6% was the relationship between other factors such as price, promotion, and so on which the 
author did not examine. The results of the Hypothesis Testing analysis showed that t count > t 
table or 14.053 > 2.03951, so Ho was rejected and Ha was accepted, meaning that there was a 
significant positive influence of school management on teacher performance at Bina Pangudi 
Luhur Vocational School. 
 The influence of school management on teacher performance is 86.4% because there 
are several dimensions in school management variables that have not been realized and 
implemented optimally. The test results above confirm the assumption that the use of dimensions 
in school management variables can determine the quality of teacher performance. From the 
results of observations in the field, it is known that school management carried out by Bina 
Pangudi Luhur Vocational School teachers has an impact on the good performance of teachers 
and determines the quality of teacher performance. Thus, this condition shows that school 
management has no significant effect on teacher performance variables. As is the law of cause and 
effect, the better the learning management carried out by the principal and teachers of Bina 
Pangudi Luhur Vocational School, the better the teacher's performance in the learning process 
and the work results that can be achieved by a teacher in an educational institution in accordance 
with their duties and responsibilities. In other words, the work results achieved by a person in 
carrying out the tasks assigned to him are based on his skills, experience and sincerity. 
 School management refers to the set of activities and decisions undertaken by school 
principals and administrative staff to manage resources, plan activities, facilitate learning, and 
create a supportive environment for students and school staff. Teacher performance, on the other 
hand, refers to the teacher's ability to carry out teaching and classroom management duties 
effectively, create a conducive learning environment, and contribute to student development. 
 Effective school management produces clear policies and a good governance system. 
These policies influence teachers' teaching, learning, assessment, and professional development 
procedures7. Good school management provides adequate resources for teachers, such as teaching 
materials, equipment, administrative support, and training. These resources support teacher 
performance in providing effective teaching. An effective principal can provide clear direction, 
motivate staff, and create a positive work culture. Good leadership can inspire teachers to improve 
their performance. 
 School management that supports teacher professional development, including training, 
workshops, and other resources, can improve teachers' skills and knowledge, which in turn 
influences the quality of their teaching8. School management that creates a positive, inclusive and 
collaborative work environment will encourage better teacher performance9. A school culture that 
supports and motivates teachers to innovate and collaborate will improve the quality of teaching. 
Overall, good school management creates conditions that support optimal teacher performance. 
When teachers feel supported, have sufficient resources, are given clear direction, and are in a 

 
7 Anastasiou and Garametsi, “Teachers’ Views on the Priorities of Effective School Management”; Cucun 

Sunaengsih et al., “Principal Leadership in the Implementation of Effective School Management,” Mimbar Sekolah 
Dasar (2019); Sunarto, E. Handayani Tyas, and Lamhot Naibaho, “Effective School Management in Industrial 
Revolution Era 4.0,” in Proceedings of the 2nd Annual Conference on Blended Learning, Educational Technology and Innovation 
(ACBLETI 2020), 2021. 

8 Pāvels Jurs et al., “Efficient Management of School and Teachers’ Professional Development – Challenges and 
Development Perspectives,” Pegem Egitim ve Ogretim Dergisi (2023); Rose Sam Mbuli and Jiajun Zhang, “Analysis of 
Teacher Professional Development in Tanzania: View Point School Management Practice,” Journal of Social Sciences 
Advancement (2020). 

9 Maya Puspita Dewi and Muh Barid Nizarudin Wajdi, “The Influence of Organizational Commitment and 
Ethical Leadership Toward Employee Competency of the Department of Education in Tasikmalaya” (2019).  



  
 

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positive work environment, they tend to provide better instruction and contribute to student 
success. 
 School management is increasingly important and demands serious attention from all 
parties involved. The curriculum, infrastructure, teaching staff and other components do not 
guarantee the achievement of quality improvement if these components are not managed well. 
Therefore, a qualified manager or leader is needed who can create conditions so that all 
components are interrelated and can work together well to achieve school goals. Two important 
aspects of educational activities that need to be considered by administration/management are 
aspects of educational goals (national, institutional and instructional) and components or factors 
that support the success of providing education to achieve the stated institutional goals. Based on 
these two aspects, management/administrative strategies need to be regulated or created through 
the necessary processes so that national, institutional and instructional goals can be achieved 
effectively and efficiently. (Budio, 2019) 
 Developed countries are demonstrated by the quality of their human resources produced 
through education. Indonesia, as one of the countries with the largest population in the world, is 
on its way to becoming a large and developed country through education. The change in the 
government system from centralization to decentralization or better known as regional autonomy 
gives great hope to every formal educational institution or school to develop and improve its 
quality in accordance with school conditions. By adopting management patterns in western 
countries, school-based management, which is better known as school-based management and 
adapted to the conditions of Indonesia, it is hoped that it will be able to provide freedom for 
schools to improve the quality of all activity programs in schools, without waiting for orders from 
the central government or area. (Anisa & Effane, 2022) 
 efforts to improve teacher performance in schools. The method used in writing this 
scientific article uses library research. Data was collected through text studies and relevant research 
results. Data analysis is carried out in the following steps: First, the data that has been collected is 
classified based on the formulation of the problem being studied. Second, the data studied 
qualitatively was analyzed using content analysis. Third, based on the results of data analysis and 
interpretation, conclusions are drawn which are accompanied by suggestions. The results of the 
literature study show that. First, the principal's transformational leadership plays a very important 
role in efforts to improve teacher performance. Second, the principal is able to make changes by 
providing strong motivation to teachers, facilitating teachers, carrying out innovations and having 
a strong determination to advance and develop teacher performance in an effort to improve the 
quality of student learning. Key words: principal's transformational leadership, teacher 
performance. (Angelina, 2021) 
 Effectiveness is something that shows the level of achievement of a goal. Teacher 
performance is the act of displaying or carrying out an activity, in this case the teacher's main task 
is teaching. An effective teacher must have extensive knowledge, have an attitude that supports 
the teaching and learning process and relationships between humans that are not engineered, 
master knowledge in the subject to be taught, have technical skills regarding learning that make it 
easier for students to learn. And must be a leader, innovator, motivator and so on. (Asiah, 2016) 
 
 

Conclusion: 

Based on the analysis from the previous chapter in this research, it can be concluded: 
1. There is a significant positive influence of school management on teacher performance at Bina 

Pangudi Luhur Vocational School. Where t count > t table or 14.053 > 2.03951 then Ho is 
rejected and Ha is accepted, whereas 

2.   The magnitude of the influence of school management on teacher performance at Bina Pangudi 
Luhur Vocational School. Seen from the Determination Coefficient, it is found that the 



  
 

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contribution of the influence of school management on teacher performance is 86.4%, while 
the remainder is the relationship between other factors such as price, promotion, and so on 
which the author did not examine. 

 
 

References 

Anastasiou, S., and V. Garametsi. “Teachers’ Views on the Priorities of Effective School 
Management.” Journal of Educational and Social Research (2020). 

Department of Education. “Health and Safety: Responsibilities and Duties for Schools.” Guidence 
Health and Safety. 

Dewi, Maya Puspita, and Muh Barid Nizarudin Wajdi. “The Influence of Organizational 
Commitment and Ethical Leadership Toward Employee Competency of the Department of 
Education in Tasikmalaya” (2019). 

Fauzi, Muhammad Ibnu Faruk. “Manajemen Sarana Dan Prasarana Pendidikan.” Al-Rabwah 
(2021). 

Jerome, Lee, Alex Elwick, and Raza Kazim. “The Impact of the Prevent Duty on Schools: A 
Review of the Evidence.” British Educational Research Journal (2019). 

Jurs, Pāvels, Inta Kulberga, Uldis Zupa, Osman Titrek, and Elita Špehte. “Efficient Management 
of School and Teachers’ Professional Development – Challenges and Development 
Perspectives.” Pegem Egitim ve Ogretim Dergisi (2023). 

Karim, Ahmad, Ari Kartiko, Dicky Edwar Daulay, and Ika Dewi Kumalasari. “The Effect of The 
Supervision of The Principal and The Professional Competency of Teachers on Teacher 

Performance in Private MI in Pacet District.” Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 
(2021). 

Oliveira, Ivana Campos, and Ione Vasques-Menezes. “Literature Review: The Concept of School 
Management.” Cadernos de Pesquisa (2018). 

Riduwan, Sunarto. “Belajar Mudah Penelitian Untuk Guru, Karyawan, Dan Pemula.” Bandung: 
Alfabeta (2006). 

Saihu, Saihu. “THE URGENCY OF TOTAL QUALITY MANAGEMENT IN ACADEMIC 
SUPERVISION TO IMPROVE THE COMPETENCY OF TEACHERS.” Edukasi Islami: 
Jurnal Pendidikan Islam (2020). 

Sam Mbuli, Rose, and Jiajun Zhang. “Analysis of Teacher Professional Development in Tanzania: 
View Point School Management Practice.” Journal of Social Sciences Advancement (2020). 

Sugiyono, P D. “Metode Penelitian Manajemen.” Bandung: Alfabeta, CV (2013). 
Sunaengsih, Cucun, Mayang Anggarani, Mia Amalia, Silmaulan Nurfatmala, and Syifa Diana 

Naelin. “Principal Leadership in the Implementation of Effective School Management.” 
Mimbar Sekolah Dasar (2019). 

Sunarto, E. Handayani Tyas, and Lamhot Naibaho. “Effective School Management in Industrial 
Revolution Era 4.0.” In Proceedings of the 2nd Annual Conference on Blended Learning, Educational 
Technology and Innovation (ACBLETI 2020), 2021. 

Touloupis, Thanos. “How Do Teachers Approach Their School Duties? The Role of Self-Efficacy, 
Job Satisfaction, Burnout and Economic Crisis.” In Progress in Education. Volume 67, 2021. 

Ulum, M Bustanul. “Urgensi Supervisi Pendidikan Di Sekolah.” FALASIFA : Jurnal Studi 
Keislaman (2018). 

Wajdi, Muh Barid Nizarudin, and Tobroni Tobroni. “Implications of Multiculturalism and 
Tolerance in Islamic Religious Education.” EDUCATIO: Journal of Education 5, no. 2 (2020): 
182–192. 

 


