45 IJAL 4 (1) (2019) International Journal of Active Learning http://journal.unnes.ac.id/nju/index.php/ijal Marheni Dharyadi Siwi  Siswandari, Gunarhadi Master in Economics Education, Universitas Sebelas Maret, Indonesia Info Articles ___________________ History Articles: Received 8 July 2018 Approved 11 August 2018 Published 1 April 2019 ___________________ Keywords: Leadership of the Principle, Motivation, Work Climate, Performance _______________________ Abstract ____________________________________________________________ This research aims to find out and to analyze the correlation between leadership of the priciple, motivation and work climate with the performance of high school economics teachers in Karanganyar Regency either partially or simultaneously. This research was conducted on the high school economics teachers in Karanganyar Regency. The population of this research is all of high school economics teachers in Karanganyar Regency as much as 38 teachers and also become sample research. Analysis methods used in this research is double linear regression method. The results showed that leadership significantly to the performance of economics teachers on coefficient 0,322 and sig = 0,037. It means that the leaders’ role creates the better economics teachers’ performance. Motivation related significantly to the teachers’ performance on coefficient 0,403 and sig = 0,025. This means that good motivation influence of the teachers’ performance well. Work climate related significantly to the economics teachers’ performance on coefficient 0,452 and sig = 0,30. Furthermore, the better work climate affects the economics teachers’ performance will be better. How to Cite ____________________________________________________________ Siwi, M. D., Siswandari, & Gunarhadi. (2019). The Correlation between Leadership, Motivation, Work Climate and High Economic Teachers’ Performance in Karanganyar Regency. International Journal of Active Learning, 4(1), 45-58.  Address correspondence: Email: marhenisiwi@gmail.com p-ISSN 2528-505X e-ISSN 2615-6377 Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 46 INTRODUCTION The success of education in a school can not be separated from the effectiveness of teacher performance in the school. Performance of teachers interpreted as a result of teacher work that can be seen in quality and quantity in performing duties and responsibilities. Performance is influenced by factors such as professionalism in work, work discipline, work environment, leadership, job design, administration, payroll, means of infrastructure, work motivation and supervision. The quality of teacher performance is stated in the Regulation of the Minister of National Education of the Republic of Indonesia number 16 of 2007 on Teacher Competency Standards developed intact from the four main competencies namely pedagogic competence, personality, social and professional. The fourth competency integrated in teacher performance. However, it is very apprehensive from the results of Early Competency Test (UKA) teachers before getting a professional certificate conducted on 275,768 teachers nationally, from the weight of the score 100 was the lowest score of the test results is 1 and the average score is 42.25. This means that the national average of teacher competence is still far below 50, or half of the ideal. Approximately 80-90 thousand people are at intervals of 35-40. While the average national teacher competence test (UKG) at the national level is only 53.02 from the average target value 55. While Aljazeera released the results of his research that only about 51% of teachers who teach in Indonesia who have the competence of teaching well and professional (http//www.aljazeera.com.programmes/101east/2 013/02/201321965257154992.html) The circumstances of high school economics teachers in Karanganyar Regency also indicate a problem with their performance. Observations conducted in the field show the fact that many teachers have not prepared the complete learning tool, such as ignoring presences, not making latticework questions, and not analyzing learning outcomes. This indicates the motivation of work and awareness of responsibility for the task is still low which impact on performance that is less good. Hasibuan (2015, p.94) states that performance or work performance is a result of work achieved by a person in carrying out tasks assigned to him based on his skills, experience, and sincerity and time. Similarly, according to Dewi (2015, p.25) performance is defined as the work that can be seen in quality and quantity when a person performs the tasks that are his responsibility. The performance of teachers is said to be good if able to implement the learning according to the planned targets, discipline in work, have integrity and high discipline, capable of updating in learning, creative and innovative and so forth. Leadership is one of the important dimensions of school productivity. Hoy & Miskel (2014, p.636) broadly define leadership as a social process with individuals or groups affecting common goals, widespread leadership in organ organizations formally and informally and has a rational, social and emotional basis. Leadership is a human factor that binds a group together and gives it a motivation toward a certain goal both short and long term (Danim, 2012,p.18). The role of a leader in the highest management is on the performance of employees by providing good motivation to work then realized the improvement of positive employee’s performance (Zameer et al.,2014,p.298). The principal should be responsible for the management of micro education, i.e. the stages that discuss the teaching and learning process and the teacher as the main manager of education. This is in accordance with Mulyasa's opinion (2015, p.5) that in the process dynamic quality interaction between school principals, teachers, administrators and learners plays a very important role, especially in the adjustment of various school activities to the demands of globalization, community change, technology and demands of the situation, condition, and environment. All of them are very demanding the competence and professionalism of the principal, to enable the creation of quality work. Handayani & Rasyid (2015, p.265) also argues that the professional quality of teachers is largely determined by the quality of the principal's leadership. As teacher professionals have a different work motivation between teachers with one another. This difference in motivation to produce Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 47 will result in different performance. Motivation is the driving force and willingness to work in achieving success (Wahyudi et al., 2012, p.4). Motivation of work is the process of stimulating one's self in working to achieve the goal (Hutabarat, 2015, p.297). Improving employee performance that shows the value of satisfaction is the result of motivating a leader (Ibrahim, 2015, p.1234). Motivation gives positive impact to minimize the ineffectiveness of an organization (Olusadum & Anulika, 2018, p. 63). Low motivation is one of the causes of low teacher performance. The performance of the teacher is influenced by the condition of his soul, and otherwise his soul will influence him in teaching (Bungawati, 2016, p.2). In order to get work performance teachers must have high motivation commitment in wrestling profession as a teacher. In order to optimum working motivation to know the factors driving the growth of motivation. These factors include internal factors that are sourced from within individuals and externally sourced from outside the individual. Internal factors include, interest in work, talent, attitude, satisfaction, experience, job perception while external factors such as payroll, supervision, regulation, work environment and leadership. The work climate that exists in an environment is crucial to the success of the worker's activity. The school climate consists of two components, namely the social environment and the physical environment (Sahney, 2016, p.948). Treputtharata & Tayiam, (2013, p.997) argues that the school climate is important because it can achieve more satisfying performance and more efficient work. Others argue that the school climate is the quality of the school environment experienced by participants (administrators, teachers, pupils) and their interplay in teaching and achieving school goals (Pashiardis, 2000, p.224). Haynes, et.al., In Hoffman (2009, p.2) defines the school climate as the quality and consistency of personal interactions within the school community that affect cognitive, social, and psychological development of children. According to Litwin & Stringer in Gunbayi (2007, p.1), the school climate is defined varied by experts as a result of subjective perceptions of the formal system, principal leadership style and other important environmental factors that influence the attitudes, beliefs, values and motivations of the individuals in the school. While Wenzkaff in Cherubini (2008, p.40) argues that the school climate informs about the atmosphere in the classroom, faculty room, office, and every angle in the school. Oluwakemi & Olanrewaju (2014, p.203) suggests that school climate mediates the relationship between teacher performance and behavior. Working climate that supports the smoothness of duties and responsibilities in schools is needed by teachers. This is in line with Haryani's (2017, p.86) conclusion that the school organization climate has a positive and significant influence on teacher performance. Principals as administrators and supervisors should be able to create a conducive working climate for the effectiveness of teacher performance increases. Leadership, motivation and work climate will foster commitment, responsibility, passion in work so as to contribute positively in improving the quality of teacher performance towards a better direction. Leadership, work motivation and work climate is a force that can play a role for members to change attitudes and organizational behavior in the direction of the willingness to excel. Based on that, the authors want to conduct research that focuses on leadership, motivation, work climate and economic teacher performance. This study aims to determine the relationship between leadership, motivation, work climate with the performance of economic teachers in SMA Karanganyar Regency either partially or simultaneously. METHODS This study is a population study so that the samples used are taken from the entire population. Population research can only be done for the finite population and the subject is not too much (Arikunto, 2010, p.174). Data collection in this study using research instruments, data analysis is quantitative with the aim to test the hypothesis that has been set. Population in this research is all teacher of economics as Karanganyar Regency which amounts to 38 teachers spread in 14 schools and also become sample research. Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 48 Data collection techniques used in this study are observation, questionnaire, and interviews. The independent variables in this research are principal leadership (X1), motivation (X2), work climate (X3) while the dependent variable of teacher economic performance (Y). The relations between the variables are shown in the following figure 1. Figur 1. The relations between leadership, motivation and work climate with the performance of high school economics teachers Notes : X1 : Principle Leadership X2 : Motivation X3 : Work Climate Y : Teacher Economic Performance The operational definitions and indicators of each variable are: 1. Principal leadership is the process of mobilizing, guiding, and influencing the principal to the school community, which includes teachers, employees, and students to perform the duties and obligations of the school. Principal leadership can be measured by guiding and directing teacher activity indicators, rewarding and punishing, establishing good relationships with teachers and other personnel, paying attention to the needs and welfare of teachers, controlling the work environment, paying attention to teacher performance, initiatives in increasing satisfaction work, assessment of teachers and other personnel (Sudarjat et al., 2015, p.148). 2. Motivation is the driving force or puller that causes the behavior toward a certain goal. Motivation can be measured through indicators of increased labor productivity, increased discipline, creating a good atmosphere and working relationships, enhancing a sense of responsibility for tasks (Hasibuan, 2015, p.146). 3. Climate work is defined as a work situation that affects work behavior so as to foster morale, responsibility, which ultimately performance to the maximum. Indicators of climate measurement in this research are teamwork, openness in human relations, program, and science updates, and familiarity among school personnel (Komariah, 2014, p.123). 4. Economic teacher performance is defined as the work done by the teacher on the duties and responsibilities that can be shown through the quality and quantity in the learning process. Indicators as formulated in RI Government Regulation No. 19 Year 2005 on National Education Standards Article 28 paragraph 3 which reads competence as an instructional agent in elementary and secondary education and early childhood education include: pedagogic competence, personality competence, professional competence, social competence. Before the instrument is tested to the respondent first tested the validity. Valid means the instrument can be used to measure what should be measured (Sugiono, 2010, p.173). Likert scale is X1 X2 X3 Y Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 49 used to measure respondents' answers relating to the variables studied. The instruments that have been compiled are then tested to 30 respondents. Reliability shows a sense that something quite reliable instrument can be used as a data gathering tool because the instrument is already good (Arikunto, 2010, p.221). Reliability test results get Alpha Cronbac'h coefficient of more than 0.6 on all variables so declared reliable (Sugiyono, 2010, p. 121). The results of reliability of leadership of the principle variable obtained alpha value 0.960, motivation variable 0.916, work climate 0.937 and teachers' performance 0.974. From these results can be concluded that all the instruments of the four reliable variables or trusted as a data collection tool in research. Methods of data analysis using descriptive analysis, inferential statistical analysis with multiple linear regression analysis, classical assumption test, partial test (t), simultaneous test (F) and coefficient of determination (R2) with SPSS (Statistical product and service solution) 20.00. RESULTS AND DISCUSSION Results The descriptive analysis of the results of this study was calculated by finding the percentage so as to obtain 5 (five) criteria for teacher economic performance variables (Y), principal leadership (X1), motivation (X2), work climate (X3), as follows: Table 1. Distribution List of Variable Frequency of Leadership in Karanganyar Regency Criterion Interval F % Cumulative f % The Lowest 90 - 94 9 23,68 9 23,68 Poor 95 - 99 11 28,95 20 52,63 Fair 100 - 104 11 28,95 31 81,58 High 105 - 109 3 7,89 34 89,47 The Highest 110 - 114 4 10,53 38 100,00 Total 38 100,00 Source: Processed data, 2018 Table 1 shows that the results on the criterion are very high level 10,53%, high level 7,89%, fair level 28,95%, low level 28,95% and the rest is very low 23,68%. Table 2. List of Frequency Distribution of Variables of Motivation in Karanganyar Regency Criterion Interval F % Cumulative f % The Lowest 68-71 5 13,16 5 13,16 Poor 72-75 5 13,16 10 26,32 Fair 76-79 8 21,05 18 47,37 High 80-83 13 34,21 31 81,58 The Highest 84-87 7 18,42 38 100,00 Total 38 100,00 Source: Processed data, 2018 Table 2 shows that motivation has very high level 18,42%, high level 34,21%, fair level 21,05%, criterion on poor level 13,16% and the lowest 13,16%. Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 50 Table 3. List of Frequency Distribution of Working Climate Variables in Karanganyar Regency Criterion Interval F % Cumulative f % The Lowest 76-79 4 10,53 4 10,53 Poor 80-83 8 21,05 12 31,58 Fair 84-87 11 28,95 23 60,53 High 88-91 10 26,32 33 86,84 The Highest 92-95 5 13,16 38 100,00 Total 38 100,00 Source: Processed data, 2018 Table 3 shows that the working climate on criterion is very high 13,16%, high criterion 26,32%, fair 28,95%, not high 21,05% and another is very low 10,53%. Table 4. List of Frequency Distribution of Teacher Economy Performance Variables in Karanganyar Regency Criterion Interval F % Cumulative f % The Lowest 92-97 6 15,79 6 15,79 Poor 98-103 11 28,95 17 44,74 Fair 104-109 13 34,21 30 78,95 High 110-115 5 13,16 35 92,11 The Highest 116-121 3 7,89 38 100,00 Total 38 100,00 Source: Processed data, 2018 Table 4 shows that economic teacher performance has very high criteria of 7,89%, high criterion 13,16%, enough criterion 34,21%, low criterion 28,95% and very low 15,79%. Classic Assumption Test is required so that the regression equation can be used for prediction. Siswandari (2015, p.33) suggests there are four assumptions that must be met in using multiple linear regression analysis that is linearity, constant variance in residue, non-autocorrelation, normality, and multicollinearity. Linearity Test and Constant Variance To detect a linear relationship between the variables X and Y can be done by plotting between residues versus �̂�. If the plot in question forms a scatter diagram or not patterned then it can be said that there is no misspecification on the regression line function, so it can be concluded that the residue is constant (homogeneous) and the relationship between variables X and Y is linear (Siswandari, 2015: 35). Figure 2. Linearity Test and Constant Variance Based on figure 2, the plot between residual versus �̂� forms a scatter diagram or is not patterned so it can be concluded that the residue is constant Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 51 (homogeneous) and the relationship model X with Y is linear. Non-Autocorelation Test Non-Autocorelation Test is used to know the existence of time series data correlation. The test is done by DW (Durbin Watson) method. The basis of decision-making is when DU < DW < 4-DU then the test is accepted which means no autocorrelation occurs (Priyastama, 2017: 131). Non-autocorrelation test results using SPSS obtained Durbin Watson value of 1,968 and the DU table value is 1,6563 so that DU < DW < 4- DU or 1,6563 < 1,968 < 2,3437 so there is no autocorrelation in the remainder. Normality test The normality test is used to investigate the confounding variable e from the regression required for normal distribution or not. In this study, the normality test used is to look at the normal curve. Multicolinearity Test Multicolinearity occurs when there is a high correlation between predictors. Correlation is stated to be high if the correlation coefficient of 0,70 is obtained. However, for certain reasons that have been empirically verified the number of 0,80 can still be tolerated (Siswandari, 2015: 33). The result is found that a correlation between principle leadership with motivation of 0,365 and the correlation between principle leadership with work climate 0,389 while correlation between motivation with work climate 0,256 by using SPSS. From the data can be seen that the correlation between predictors less than 0,70 then it can be said that there is no multicollinearity in the regression model. Figure 3. Normality Test Figure 3 shows that the plots tend to form a straight line. This proves the regression passes the assumption of normality. Regression analysis is used to prove the hypothesis proposed in the research, namely to analyze the relationship between independent variables with partially bound variable and to test the research hypothesis that has been stated previously. Table 5. Results of Multiple Linear Regression Analysis Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 2,295 18,625 ,123 ,903 Leadership of the Principle ,322 ,148 ,306 2,172 ,037 Motivation ,403 ,172 ,315 2,347 ,025 Work Climate ,452 ,199 ,308 2,271 ,030 Source: Processed data, 2018 Based on the results of multiple linear test, then obtained the equation of regression line as follows: Y = 2,295 + 0,322 X1 + 0,403X2 + 0,452X3 + e The multiple regression equation can be interpreted: a. The regression coefficient (a) = 2,295 means that if the principal leadership role, motivation and work climate are constant, then the performance of economics teacher in Karanganyar Regency is 2,295 units. The value of ß1, ß2, ß3 which is the principal leadership variable, motivation and work climate shows the contribution Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 52 of each independent variable to the dependent variable (teacher economic performance). b. The coefficient of β1 = 0,322 means if the leadership variable of headmaster has increase 1 unit, while the variable of motivation and work climate remain hence the teacher economic performance will increase 0,322. The better the headmaster's leadership the better the performance of high school economics teacher in Karanganyar Regency. Coefficient of positive value means there is a positive relationship between the principal's leadership with the performance of high school economics teacher in Karanganyar Regency. Thus the first research hypothesis which reads "There is a positive relationship between the leadership of the principal and the performance of high school economics teacher in Karanganyar Regency", accepted. c. The coefficient of ß2 = 0,403 means that if the motivation increases 1 unit, while the leadership variable of headmaster and work climate is still the teacher economy performance will increase by 0,403. The better the motivation the better the performance of high school economics teacher in Karanganyar Regency. Coefficient of positive value means there is a positive relationship between motivation and performance of high school economics teacher in Karanganyar Regency. Thus the second research hypothesis that reads "There is a positive relationship between motivation and performance of high school economics teacher in Karanganyar Regency", approved. d. The coefficient of β3 = 0,452 can be interpreted that if climate variable have increase 1 unit, while headmaster leadership variable and motivation remain hence teacher economic performance will experience increase equal to 0,452. The better the working climate the better the performance of high school economics teacher in Karanganyar Regency. Coefficient of positive value means there is a positive relationship between the working climate with the performance of high school economics teacher in Karanganyar Regency. Thus the third research hypothesis which reads "There is a positive relationship between work climate with the performance of high school economics teacher in Karanganyar Regency", approved. Precision Parameter Test Accuracy The test of the parameter accuracy of the estimator is tested by using t test. The purpose of the t test is to test the regression coefficients of the independent variables partially. Partial test is used to find out how far the principal leadership variable, motivation and work climate relate partially to teacher economic performance (Y). Table 5 shows the results of principal leadership variables with a significant level of 0,05. The count of 2,172 is greater than the 2,0244 t table and the t significance of 0,037 where the value is less than 0,05 (sig t <0,05). Thus it can be said that the leadership role of the principal (X1) proved to have a significant and positive effect on the performance of high school economics teachers in Karanganyar Regency. Job motivation variable with level of significant 0,05. The value of t count 2,347 is bigger than table 2.0244 and significance t equal to 0,025 where the value is smaller than 0,05 (sig t <0,05). Thus it can be said that the role of work motivation (X2) proved to have a significant and positive effect on the performance of high school economics teachers in Karanganyar Regency. Work climate variable with level of significant 0,05 obtained by value t count 2,271 bigger than table 2,0244. The significance value of t is 0.030 where the value is less than 0,05 (sig t <0,05). Thus it can be said that the role of work climate (X3) proved to have a significant and positive effect on the performance of high school economics teachers in Karanganyar Regency. Based on t test result can be seen that the role of motivation is the most dominant variable associated with the performance of high school economics teachers can be seen from the largest t count (2,347). Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 53 F Test Hypothesis testing simultaneously is intended to test the meaning of the relationship together between the leadership variables of principals, motivation and work climate with the performance of high school economics teachers in Karanganyar Regency. The simultaneous significance test was tested using the F test calculated using SPSS. If significance <0,05 then the hypothesis is accepted. Table 6. F Test Results ANOVAa Model Sum of Squares df Mean Square F Sig. 1 Regression 909,238 3 303,079 10,455 ,000b Residual 985,631 34 28,989 Total 1894,868 37 a. Dependent Variable: Performance b. Predictors: (Constant), Work Climate, Motivation, Leadership of the Principle Source: Processed data, 2018 Table 6 shows an F value of 10,455 with a significance of 0,00 which means < 0,05, then the principal leadership variables, motivation and working climate are simultaneously related to the economic teacher's performance. Thus the hypothesis 4 which reads "There is a positive relationship between principal leadership, motivation and work climate together with the performance of high school economics teachers in Karanganyar Regency", accepted. Coefficient determination (R2) The coefficient of determination (R2) in essence to measure how far the ability of the model in explaining the variation of the dependent variable. The coefficient of determination is between zero and one. The value of R2 is used to find out how much percentage influence of variable X (headmaster leadership, motivation and work climate) with high school economics teacher performance in Karanganyar Regency simultaneously. Table 7. Coefficient of Determination (R2) Model Summaryb R R Square Adjusted R Square Std. Error of the Estimate Durbin- Watson ,693a ,480 ,434 5,38416 1,968 a. Predictors: (Constant), Work Climate, Motivation, Leadership of the Principle b. Dependent Variable: Performance Source: Processed data, 2018 Table 7 shows the correlation coefficient (R) of 0,693 where it indicates a strong relationship between the dependent variable and the independent variable, whereas the determination coefficient (R Square) of 0,480 means that the variation that occurs in teacher economic performance (Y) is 48% can be explained by the role of leadership variables of principal, motivation and work climate, while the remaining 52% is explained by other variables outside the model. Discussion From the result of t test in table 7 it has been found the relationship between principal leadership variable, motivation and work climate on teacher economic performance. Based on the result of regression test, the value of t count for headmaster leadership variable (X1) is 2,172, for the motivation variable (X2) 2,347 and for the working climate variable (X3) 2,271 whose significance value is less than 0,05 or 0,000< 0,05. This proves that there is a positive and significant contribution individually Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 54 (partial) between principal leadership, motivation and work climate to teacher economic performance. In table 7 it is known that the value of F is 10,455 with significance 0,00 which means <0,05, hence leader of headmaster, motivation and work climate variable simultaneously related to teacher economic performance. The results will be presented in order to answer the hypothesis proposed in the study, namely: The Correlation between the Principal's Leadership and the Economic Teachers’ Performance Hypothesis 1: There is a positive relationship between the principal's leadership and the performance of the economic teacher proven to be based on statistically significant t-test. Hypothesis testing showed that there was a significant positive correlation between principal leadership on teacher economic performance, the better the headmaster's leadership role the better the teacher's performance. Based on the research result, there are 3 teachers of economics (7,89%) who have high principal leadership, very high as many as 4 people (10,53%), enough 11 people (28,95%), low 11 people (28,95 %) and the rest is very low 9 people (23,68%). The value of regression coefficient variable headmaster leadership of 0,322 means if the leadership of the principal increases then the teacher economic performance will increase by 0,322. The results of the above test can be taken to understand that there is a tendency for economics teachers who have good principal leadership will have the willingness to always excel, so that teachers who have good leadership will strive to achieve high performance. Conversely teachers who have bad leadership will have low performance. The result of research and analysis of principal leadership relationship to teacher performance is in accordance with the theory proposed by Bungawati (2016); Guterres & Supartha (2016); Shahab & Nisa (2014) which proves that leadership has a positive and significant effect on teacher performance. Leadership is a personal ability possessed that can affect subordinates to do to achieve goals that are effective and efficient. Good principal leadership will provide job satisfaction to teachers. The Correlation between Motivation and the Economic Teachers’ Performance Hypothesis 2: There is a positive relationship between motivation and teacher economic performance. Based on the results of data processing with regression analysis provides empirical evidence that there is a significant positive relationship between the motivation with the economic teacher performance. Data processing showed that there were 13 economics teachers (34,21%) who had high motivation, 7 economics teachers had very high motivation, enough 8 people (21,05%), low 5 people (13,16%) and very low 5 people (13,16%). The value of regression coefficient variable motivation of 0,403 means that if the teacher economy motivation increases then will improve the performance of 0,403. The results showed that teachers have a high desire and interest in their work. The motivation is seen as a positive effort in mobilizing, mobilizing all power to be productive and successfully achieve and realize the goals set previously. Based on the regression test shows that there is a positive and significant contribution between the role of work motivation and the performance of high school economics teacher in Karanganyar Regency. This shows that the motivation of work strongly supports the improvement of economic teacher performance. Given the high motivation means that economic teachers also have a high interest in running the routine of work in accordance with what is the responsibility so as to improve the performance of the teacher itself. The results of this study are in accordance with research by Santisi et al.(2014); Hutabarat (2015); Saleh et al. (2011); Ardiana (2017) who proved that work motivation has a positive correlation with performance. The Correlation between the Work Climate and the Economic Teachers’ Performance Hypothesis 3: There is a positive relationship between work climate and teacher economic performance. Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 55 Testing of hypothesis 3 is done to prove there is a significant positive relationship between work climate with teacher economic performance, the better the work climate the better the teacher performance achieved. Based on the result of the research there are 10 teachers of economics (26,32%) high category, 5 economics teacher (13,16%) very high category, enough 11 people (28,95%), low 8 people (21,05%) and very low 4 people (10,53%). Coefficient of regression of work climate variable equal to 0.452 mean if work climate increase then performance will also increase equal to 0,452. Work climate can be measured by using the average school community's perception of aspects of the aspect that determine the work environment. In school, work climate can be defined as an attribute that gives character, work ethic, inner atmosphere of each school. The results showed that more than half of respondents said it was very good to prove that the working climate felt by economics teachers in their schools strongly supports the implementation of their work. While based on the regression test showed that there is a positive and significant contribution between the working climate and the performance of economic teachers, it shows that the role of work climate in supporting the work of teachers is good so that teachers can improve their performance. The results of this study are in line with research conducted by Adejumubi & Ojikutu (2013) that the school climate is significantly correlated with teacher performance. Conducive school climate contributes positively and improves performance (Sinaulan, 2016). The Correlation between Principal Leadership, Motivation, Work Climate and the Economic Teachers’ Performance Hypothesis 4: There is a positive relationship between principal leadership, motivation and work climate together with the performance of economic teachers. Based on the result of F test with 95% confidence (α = 0,05) is 10,455 with significant 0,000 or smaller than 0,005 so it can be said that leadership variable of headmaster, motivation and work climate together have significant influence to performance variable high school economics teacher in Karanganyar Regency. Hypothesis 4 testing performed simultaneously shows the three factors that is principal leadership, motivation and work climate on teacher economic performance showed positive and significant results, it shows that the better or higher the headmaster's leadership, motivation and work climate, the greater the tendency economics teacher to have a good performance. Conversely, the less good or low the leadership of principals, motivation and work climate, the greater the tendency of economic teachers to have poor performance or low. Principal leadership, motivation and a better work climate to strengthen a person to perform the desired activity so that the better the three things are expected to get a good performance as well. Teachers who have good leadership will work with sincerity and responsibility, the impact teachers are motivated to excel. While a good working climate makes teachers feel comfortable in doing their work, thus encouraging teachers to work harder, which ultimately brings achievements not only to themselves but also to students and schools. CONCLUSION High teacher performance results in a high quality of education. Performance success is influenced by many factors including work discipline, administration, payroll, infrastructure, supervision. Other factors such as principal leadership, motivation, and work climate are the variables studied in this study. Based on the result of the analysis and discussion, it can be concluded that (1) there is a positive and significant relationship between the principal's leadership and the performance of high school economics teacher in Karanganyar Regency; (2) there is a positive and significant correlation between work motivation and high school economy teacher performance in Karanganyar Regency; (3) there is a positive and significant correlation between work climate and high school economy teacher performance in Karanganyar Regency; (4) There is a positive and significant relationship between principal Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 56 leadership, motivation and work climate together with the performance of high school economics teacher in Karanganyar Regency. The most influential variable to the performance of high school economics teacher in this research is motivation variable, therefore the teacher is required to increase work motivation in achieving effective and efficient school goals. The world of education is increasingly progressing so that economic teachers need to improve teaching skills, follow the development of technology for learning, as well as more creative and innovative looking for learning models to attract. Learning planning is arranged systematically in accordance with the needs of students. The results of this study also proves that good principal leadership, good motivation and a good working climate improve and play a positive role in the performance of high school economics teachers in Karanganyar Regency. The Principal is expected to maintain and improve his / her leadership, always motivate, guide the teacher in assessing the learning process and learning outcomes of the students, and create conducive working conditions for teachers to perform their tasks with vigor and responsibility. In addition, teachers are also expected to maintain a good working climate in order to improve its performance. The results of this study will provide theoretical implications of opening the discourse to the next researchers that the study of factors that contribute to the performance of teachers, especially teachers of economics in high schools throughout Karanganyar Regency is very broad, and among them the leadership of principals, motivation and work climate to improve performance teacher. Practically, the results of this study will give a real psychological impact to the school, high school economics teacher in Karanganyar Regency and to the students, the extent of contribution of headmaster leadership, motivation and work climate to the performance of high school economics teacher in Karanganyar Regency. Nevertheless, there are still some obstacles in the presence of factors that are still hampering to improve the performance of teachers so as not to fully meet the expectations of the principals, teachers and other related parties. Teacher performance variation can be explained by principal leadership variables, motivation and work climate. However, there are other variables that are not included in this research model that may affect teacher performance. This opens up opportunities for future researchers to conduct empirical studies related to teacher performance. Future research is expected to expand the object and subject of research in different areas. If possible expanded again in a provincial region and conduct research related to other factors that contribute to the performance of teachers, especially teachers of economics. It is expected that with more research related to the performance of teachers will be broaden the horizon and can be used as a reference in improving the quality of education. REFERENCES Adejumobi,F.T. & OjikutuR.K. (2013). School Climate and Teacher Job Performance in Lagos State Nigeria. Discourse Journal of Education Research, 1(2), 26-36. Agustina, K., Kristiyanto, W. H., & Noviandini, D. (2017). Learning Design of Problem Based Learning Model Based on Recommendations of Sintax Study and Contents Issues on Physics Impulse Materials with Experimental Activities. International Journal of Active Learning, 2(2), 68-81. Ardiana, T.E. (2017). Pengaruh Motivasi Kerja Guru terhadap Kinerja Guru Akuntansi SMK di Kota Madiun. Jurnal Akuntansi dan Pajak, 17(2), 14- 23. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Yogyakarta: Rineka Cipta. Bungawati.(2016).Pengaruh Kepemimpinan, Motivasi Kerja dan Disiplin Kerja terhadap Kinerja Guru SMKN 7 Makassar.Jurnal Competitiveness, 10 (2),1-15. Carnawi, C., Sudarmin, S., & Wijayati, N. (2017). Application of Project Based Learning (PBL) Model for Materials of Salt Hydrolysis to Encourage Students' Entrepreneurship Behaviour. International Journal of Active Learning, 2(1), 50-58. Cherubini,L. (2008). Teachers Candidates’ Perception of School Culture: A Mixed Methods Investigation. Journal Of Teaching And Learning, 5 (2), 39-54. Danim, S. (2012). Motivasi Kepemimpinan & Efektivitas Kelompok. Jakarta: Rineka Cipta. Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 57 Dewi,T.A.(2015). Pengaruh Profesionalisme Guru dan Motivasi Kerja Terhadap Kinerja Guru Ekonomi SMA Se-Kota Malang. Jurnal Pendidikan Ekonomi UM Metro , 3(1), 24-35. Gunawan, D., Utanto, Y., & Maretta, Y. A. (2017). An analysis on indonesian teachers’ reasoning in resolving moral dilemmas. Man In India, 97(2), 829-841. Gunbayi, I. (2007). School climate and Teachers’ Perceptions On Climate Factors: Research Into Nine urban High School. The Turkish online Journal of Educational Technology, 6 (3), 70-78. Guterres, L.A, Supartha, W.G. (2016). Pengaruh Kepemimpinan dan Motivasi Kerja terhadap kinerja Guru, E-Jurnal Ekonomi dan Bisnis Universitas Udayana, 5 (3), 429-454. Handayani,T., Rasyid, A.A. (2015). Pengaruh Kepemimpinan Kepala Sekolah, Motivasi Guru, dan Budaya Organisasi terhadap Kinerja Guru SMA Negeri Wonosobo. Jurnal Akuntabilitas Manajemen Pendidikan, 3 (2), 264-277). Haryani,E. (2017). Pengaruh Iklim Organisasi Sekolah dan Kepemimpinan Kepala Sekolah terhadap Manajemen Pembelajaran untuk Mewujudkan Kinerja Guru. Jurnal Pendidikan Universitas Garut, 11 (1), 77-87. Hasibuan, M. (2015). Manajemen Sumber Daya Manusia. Jakarta: Bumi Aksara Hoffman, L.L. (2009). On Improving School Climate: Reducing Reliance On Rewards And Punishment. International Journal Of Whole Schooling, 5 (1), 13-24. Hoy & Miskel. (2014). Administrasi Pendidikan Teori, Riset, dan Praktik. Yogyakarta: Pustaka Pelajar. Hutabarat,W. (2015). Investigation of Teacher Job- Performance Model: Organizational Culture, Work Motivation and Job –Satisfaction. Asian Social Science, 11 (18), 295-304. Ibrahim, M. (2015). Impact of Motivation on Employee Performance the Case of Some Selected Micro Finance Companies in Ghana. International Journal of Economics, Commerce and Management, 3(11), 1218-1234 Komariyah, A. (2014). Pengaruh Kepemimpinan Transformasional, Iklim Sekolah, Kinerja Mengajar Guru terhadap Produktivitas Sekolah. Mimbar, 30 (1) , 118-124. Kristiyanto, W. H., Prabowo, P., & Kardi, S. (2017). Neo Strategy to Use Fixed-Whiteboard Based on Student’s Thinking Process and Cultural Ethicaly in Learning Physics. International Journal of Active Learning, 1(2), 49-55. Mulyasa. (2015). Manajemen & Kepemimpinan Kepala Sekolah. Jakarta: Bumi Aksara. Olusadum,N.J & Anulika,N.J. (2018). Impact of Motivation on Employee Performance: A study of Alvan Ikoku Federal College of Education. Journal of Management and Strategi, 9 (1), 53-65. Oluwakemi, A. & Olanrewaju, A.K.. (2014). Counterproductive Behaviour and Job Performance among Secondary School Teachers: School Climate as a Mediator. Journal of Education and Practice, 5 (8), 198-204. Parmin, Sajidan, Ashadi, Sutikno, & Maretta, Y. A. (2016). Preparing Prospective Teachers in Integrating Science and Local Wisdom through Practicing Open Inquiry. Journal of Turkish Science Education, 13(2), 3-14. Pashiardis,G. (2000). School climate in elementary and secondary school: views of Cypriot principals and teachers. International Journal of Educational Management. 14 (5), 224-237. Priyastama,R. (2017). Buku Sakti Kuasai SPSS Pengolahan Data & Analisis Data. Bantul: Start Up. Sahney,V.D.S. (2016). School leadership and its impact on student achievement The mediating role of school climate and teacher job satisfaction. International Journal of Educational Management, 30(6) ,941 – 958. Salleh, F., Dzulkifli, Z., Abdullah, W.A.W & Yaakob, N.H.M. (2011). The Effect of Motivation on Job Performance of State Goverment Employees in Malaysia. International Journal of Humanities and Social Science, 1(4), 147-154. Santisi,G, Magnano,P, Hichy,Z & Ramaci,T. (2014). Metacoqnitive strategies and work motivation in teachers: an empirical study. Procedia-Social and Behavioral Sciences, 116, 1227-1231. Shahab, A & Nisa, I. (2014). The Influence of Leadership and Work Attitudes toward Job Satisfaction and Performance of Employee. International Journal of Managerial Studies and Research, 2(5), 69 - 77. Sinaulan, R.L. (2016). Effect of School Climate, Work Stress and Work Motivation on Performance of Teacher. Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling, 6 (2), 146-153. Siswandari. (2015). Statistika Computer Based. Surakarta: UNS Press. Sudarjat, J.,Abdullah, T., & Sunaryo, W. (2015). Supervision, Leadership, and Working Motivation To Teachers’ Performance. International Journal of Managerial Studies and Research, 3(6), 146-152. Sugiyono. (2010). Metode Penelitian Pendidikan. Bandung: Alfabeta. Treputtharata,S., Tayiam,S. (2014). School Climate affecting Job Satisfaction of Teachers in Primary Marheni Dharyadi Siwi et al. / International Journal of Active Learning 4 (1) (2019) 58 Education ,Khon Kaen ,Thailand. Procedia - Social and Behavioral Sciences, 116, 996 – 1000. Utanto, Y., Sukirman & Maretta. Y. A. (2017). Surviving in The Limitations: Education Implementation Patterns in Coast al Communities. Man in India, 97(10), 163-175. Utanto, Y., Widhanarto, G. P., & Maretta, Y. A. (2017, March). A web-based portfolio model as the students’ final assignment: Dealing with the development of higher education trend. In AIP Conference Proceedings (Vol. 1818, No. 1, p. 020063). AIP Publishing. Wahyudi,A., Thomas,P, Setiyani, R. (2012). Pengaruh Disiplin Kerja, Motivasi Kerja dan Supervisi Kepala Sekolah terhadap Kinerja Guru. Economic Education Analysis Journal,1 (2), 1-8. Yohana, I., Sudarmin, S., Wardani, S., & Mohyaddin, S. N. B. (2018). The Generic Science Skill Profile of Fourth Grade Students on Acid And Base Topic in Guided Inquiry Learning Model. International Journal of Active Learning, 3(2), 110-116. Zameer,H., Ali, S., Nisar,W. & Amir, M. (2014). The Impact of the Motivation Employee’s Performance in Beverage Industry of Pakistan. International Journal of Academic research in Accounting, Finance and Management Sciences, 4 (1), 293-298.