PERFORMANCE ENHANCEMENT OF MADRASAH TEACHERS’: A STRUCTURAL EQUATION MODEL

Objective: This study highlights the important role of leadership style, teacher competence and emotional intelligence and teacher motivation to improve teacher performance in Madrasah Aliyah. This study aims to explore the factors that cause significant shifts in improving teacher performance at Madrasah Aliyah. Method: This Study uses is Structural Equation Modeling (SEM). With the validity, reliability, and goodness of fit of the analytical tools used to answer the research hypotheses. Result and Conclusion: The findings of this study imply that the role of leadership style, work competence, emotional intelligence, and teachers' work motivation directly or indirectly have a positive and significant impact on their performance. Research Implications: This research proposes relevant and concrete steps in improving teachers' performance. This research encourages the need for collaboration among teachers in developing their professionalism on an ongoing basis such as the application of the latest and innovative learning methods, the development of teacher ideas and creativity and active participation in scientific activities.


INTRODUCTION
Education is essentially an effort to humanize humans through education.The government seeks to educate the nation's life to produce superior human resources for the basic capital of Indonesia's future development (Dina et al., 2022).One of the main factors that is very decisive in improving the quality of education is the availability of professional teachers who can carry out learning tasks with full responsibility (Mas Ning Zahroh, 2017).Teacher professionalism refers to a set of standards, ethics, knowledge, skills, and attitudes applied by teachers in the context of education (Nadeak, 2023).
Researchers have defined the notion of leadership in several ways and have analyzed it using diverse theories and techniques, as stated in (Yalçınkaya et al., 2021).Democratic leadership style involves the involvement of all stakeholders in the management and decisionmaking process by the organization's managers.The correlation between leadership and performance has received significant scientific attention (Abu Nasra & Arar, 2020).Teacher leadership is defined as the act of influencing others, and not just a collection of traits or tasks performed by a teacher leader (Schott et al., 2020).Teachers assume the position of a group leader, while students might be seen as their followers (Erdel & Takkaç, 2020) Identified the parallels between instructors and organizational leaders and elucidated how instructors exercise their influence on pupils, so fostering their future advancement and guiding their focus towards assigned assignments.While teachers have the ability to assume leadership positions in any scenario, their success and integration into the school culture is more likely if they have support from the principle and other school leaders (Sawalhi & Chaaban, 2022).
According to (Tambak et al., 2022) aid educators in acquiring highly prized teaching abilities, such as a critical perspective, to enhance their involvement in teaching and the profession as a whole.The academic achievement of students in the classroom can be ascertained by the professional expertise and competencies of teachers.The abilities and information mentioned are encompassed under the academic qualification criteria and teaching competences.The competencies encompass a range of skills and knowledge, such as understanding student development, learning theory, effective planning, utilization of information and communication technology, effective communication with students, assessment and evaluation of student learning, and the capacity for teachers to critically analyze and reflect on their teaching (Azizah et al., 2024).Acording to (Aulia et al., 2024) The success of partnerships is heavily influenced by the behavior exhibited in communication.Efficient communication occurs through tools such as email, instant messaging, and video conferencing (Abdullah et al., 2023).
Emotional intelligence refers to an individual's capacity to acknowledge, evaluate, handle, and regulate both their own emotions and those of people in their vicinity (Sukenti et al., 2021).Emotional intelligence, as described in theory (Goleman, 2000) refers to an individual's capacity to effectively manage their interactions with others by utilizing their psychological capabilities, such as self-control, enthusiasm, perseverance, self-motivation, and resilience.This involves maintaining a balanced emotional state, resisting impulsive behaviors, avoiding excessive indulgence in pleasure, and preventing stress from impairing cognitive abilities, empathy, and problem-solving.Emotional intelligence pertains to the ability to proficiently manage emotional data, which includes the identification, manipulation, and regulation of emotions in oneself and others.
Motivation plays a crucial role in both individuals and organizations.It not only affects employee morale, attitudes, and behavior towards the organization, but also serves as a significant factor in attaining individual and organizational objectives.Furthermore, motivation helps bring together individuals with diverse characteristics to work towards a common goal (Yalçınkaya et al., 2021).Work motivation is influenced by many factors, both sourced from within the work itself which is often also referred to as intrinsic factors as well as encouragement from outside the work and also includes technological support tools and work facilities.Findings (Robbins, 2009), that despite the limitations of valence theory or abilities, means, and expectations, this theory has received quite a lot of empirical support because of its positive value for organizations.In particular, this theory provides some clear and positive implications for managers to motivate the people who work for them.
Improving teacher performance is an important factor in improving the quality of education in Indonesia (Jenab et al., 2023).The success of a productive and efficient learning process, which leads to achieving educational goals and producing high-quality graduates, depends on teacher performance (Asmarani et al., 2022).Teacher performance is determined by the knowledge, abilities, values, and attitudes possessed and demonstrated by teachers in their work and responsibilities.This is shown in their appearance, actions, and overall performance.
Various issues arise from teacher performance and its contribution to solving education quality problems.These are performance dimensions such as leadership style (LS), competence (CP), and emotional intelligence (EI) in shaping teacher motivation (MV) and performance (TF), yet few studies have thoroughly looked at how these dimensions are integrated in the context of teacher performance in Madrasah Aliyah.The aim is to discover and deepen our understanding of the role of leadership styles, teacher competencies and emotional intelligence in shaping teacher motivation and performance.This study also aims to fill the knowledge gap in existing research by comprehensively looking at the dimensions that influence teacher performance, particularly in the Madrasah Aliyah environment, thus making a new contribution to the scientific literature on educator education and development.Various issues arise from teacher performance and its significant contribution to solving education quality problems.The following are the main problems that this study aims to solve.Although many studies have been conducted on various dimensions of performance such as leadership styles, competencies, and intelligence in shaping teacher motivation and performance, few studies thoroughly look at how these dimensions interact in the context of teacher performance in Madrasah Aliyah.The aim is to discover and deepen our understanding of the impact of leadership styles, competencies, and intelligence in shaping teacher motivation and performance.This study also aims to fill the knowledge gap in existing research by comprehensively looking at the dimensions that influence teacher performance, especially in the Madrasah Aliyah environment, thus providing a new contribution to the scientific literature on education and educator development.

Effect of Leadership Style on Motivation
According to (Yalçınkaya et al., 2021) describes the concept of leadership in different ways by scholars and describes it using different theories and methods.In the democratic style of leadership, all participants in management and decision making are included in the organization.The bond between leadership and performance has been the subject of significant academic interest (Abu Nasra & Arar, 2020).The description of teacher leadership as a process that affects others is not limited to the actions or characteristics of a teacher leader (Schott et al., 2020).Teachers are responsible for leading the group and students are supposed to follow them (Erdel & Takkaç, 2020).(House & Podsakoff, 2013) observed that leaders like instructors have similarities with organizations' leaders and explained the way in which instructors influence students, contributing to their future development, and directing their attention to assigned tasks.Only successful teacher leadership can be supported by effective school leadership (Angelle et al., 2011).Although teachers can assume leadership roles in any situation, this will be most effective and will be considered a part of the school's culture if supported by the principal and other leaders (Sawalhi & Chaaban, 2022).

Effect of Competence on Motivation
According to (Tambak et al., 2022) states that competencies facilitate the development of valued teaching abilities, including a critical approach to their work that increases their participation in the profession as a whole and in the teaching process itself.The success of students in the classroom is primarily determined by the teachers' expertise and knowledge.These abilities and knowledge are listed in the academic standards of qualification and the teacher's competencies.These abilities include knowledge of student development, learning theory, planning, utilization of ICT, communication with students, and the assessment and evaluation of student learning, as well as the ability to reflect on their teaching (Azizah et al., 2024).

Effect of Emotional Intelligence on Motivation
Emotional intelligence is the capacity of a person to understand, evaluate, control, and manage the emotions of themselves and others around them (Sukenti et al., 2021).Emotional intelligence is considered to be theory (Goleman, 2000) that describes the capacity of a person to regulate their actions toward others while utilizing all of their psychological potential for self-regulation, enthusiasm, consistency, motivation, and resilience in the face of adversity, controlling their impulses, and not overestimating their pleasure, maintaining their mood, and avoiding stress.Emotional intelligence is the capacity to recognize, shape, and regulate the emotions of oneself and others, including the capacity to process emotional information accurately and efficiently (Mayer & Salovey, 1995).

Effect of Motivation on Teachers Performance
Motivation is important for individuals and organizations, in addition to influencing employee morale, attitudes, and behavior toward the organization, motivation is also an important factor in achieving individual and organizational goals and directing individuals with different characteristics to unite at the same goal (Yalçınkaya et al., 2021).Work motivation is influenced by many factors, both sourced from within the work itself which is often also referred to as intrinsic factors as well as encouragement from outside the work and also includes technological support tools and work facilities.Findings (Robbins, 2009), that despite the limitations of valence theory or abilities, means, and expectations, this theory has received quite a lot of empirical support because of its positive value for organizations.In particular, this theory provides some clear and positive implications for managers to motivate the people who work for them.

Teachers Performance
The performance of teachers plays a crucial role in enhancing the quality of education in Indonesia (Jenab et al., 2023).The effectiveness and efficiency of the learning process, as well as the achievement of educational goals and the production of high-quality graduates, depend on the performance of teachers (Asmarani et al., 2022).According to (Madjid, 2016), teacher performance is determined by the knowledge, skills, values, and attitudes that teachers possess and demonstrate in their appearance, actions, and overall performance while carrying out their tasks and responsibilities

Sample Data
Data collection will be conducted at one specific point in time using the Cross Sectional Study approach.With this design, it is possible to examine the correlation and impact between elements in madrasah teacher performance, which provides a picture of current madrasah teacher performance.The target of this study is teachers working in Madrasah Aliyah in Barru District, South Sulawesi Province, Indonesia, both working as civil servant teachers and private teachers.To ensure the representativeness of various teachers who have the role of leadership style, competence, emotional intelligence, and motivation in improving the performance of the teachers.

Data Analysis
The data analysis techniques used in explaining the phenomena in this study are descriptive statistical analysis techniques and Structural Equation Modeling (SEM) analysis.Data was collected through a standardized questionnaire used to collect data, and between July 2023 and November 2023.The key factors of Leadership Style (LS), Competence (CP), Emotional Intelligence (EI), Teacher Motivation (MV), and Teachers Performance (TP) were all intended to be measured through the questionnaire.Using Likert scale measurement, respondents provided answers with a value of 1 for "strongly disagree".This research used SPSS statistical tools to assess the reliability of the questionnaire instruments.Data tabulation testing showed that, overall, the average questionnaire instrument had a high level of validity.The validity of these results is confirmed by comparing the Product Moment table r value, which is greater than the conventional test value of 0.170.The validity requirement of an instrument has met the minimum threshold of 0.170, so the instrument is valid.
Evaluating the dependability of a measurement is done using the Reliability Coefficient, often known as Cronbach Alpha.Based on Table 1, the alpha value of the research instrument for each variable exceeds the minimum requirement of 0.60, which is the standard test value.Therefore, the overall questionnaire used in this study can be considered valid and reliable, as it has met the necessary criteria.

RESULTS
A total of 285 questionnaires were distributed in this study, for each question that was not appropriate, there were 30 incomplete questionnaires.After in-depth examination, 285 valid samples were retained.By distributing the data among 285 and considering 22 indicators multiplied by 10, a minimum sample size of 210 was established to ensure data quality.Research conducted by (Hair Jr et al., 2010) requires SEM researchers to fulfill several requirements.It is important to carefully examine the distribution of data, the possibility of missing data, and outliers that conflict with the research objectives when using the SEM approach.
A sample is a collection of sampling units selected from a sampling frame.Research that takes samples from a population and uses a questionnaire as the main data collection tool.
The sample technique in this study used the full sampling method, namely taking the entire population to be sampled.So the size of the research sample was 285 respondents with the following distribution

Profile
This study considers the characteristics of Madrasah Aliyah teachers in Barrru Regency which can be seen in table 2 below: Table 2 above describes the characteristics of civil servant teachers as respondents, including job category, age, education and tenure.Most of the teacher respondents are still noncivil servants, namely 164 people or 57.5 percent, while there are 92 civil servants or 32.3 percent and PPPK 29 people or 10.2 percent.This shows that there is a significant difference between the status of the teachers who are respondents in this study carrying out teaching activities where the teaching is dominated by non-civil servant teachers.The age of respondents is generally between 41-50 years old, as many as 82 people or 28.8 percent, indicating that the age of respondents is already in the productive category.Then, judging from the last education of the respondents in carrying out their duties and functions, there are differences in work.There are teachers who have the last education S3, S2 and S1.The dominance of teachers with S1 education is 230 people or 80.7 percent.While 42 teachers with S2 education or 14.7 percent and S3 there are 13 people or 4.6 percent.This means that the level of education possessed is a consideration for teachers in carrying out their teaching duties.Furthermore, the tenure of respondents in this study is generally between 1-10 years as many as 119 people or 41.8 percent and 11-20 years as many as 114 people or 40 percent.While those with a tenure of 21-30 years were 42 people or 14.7 percent and > 30 years were 10 people or 3.5 percent.In general, it shows that many teachers are senior or experienced.

Structural Equation Model
The final results of the evaluation of the hypothetical model development are theoretically substantiated by actual evidence.The comprehensive results of the SEM analysis are displayed in Figure 2 below The results of the evaluation model testing are shown in Figure 2, using the fit indices from Table 2. Model criteria and importance values are presented, showing that the fit of the data is within the range between conventional cut-off values and the findings of the first-stage and final-stage models.

Validity Test
Validity tests are employed to determine the veracity of a questionnaire.Convergent validity and average variance extracted (AVE) are employed in this inquiry to assess the validity of the tests.The measuring model with indicator reflections is assessed using convergent validity, which examines the association between PLS-calculated item or component scores.A reflection is considered to have a high magnitude when its correlation with the observed structure is greater than 0.70.Chin states in Ghozali & Hengky (2015) study that a loading value ranging from 0.5 to 0.6 is satisfactory for studies conducted during the initial phases of scale development.The evaluation model for the initial stage indicated that the eight criteria of the fit index did not satisfy the necessary cut-off value criteria.Consequently, the model underwent revisions, and in the end, it demonstrated that all eight criteria satisfied the goodness of fit indices or the specified thresholds.Thus, it can be concluded that the model successfully met the criteria of goodness of fit indices for analysis.Ultimately, all impacts are the result of the combined influence of different connections, which must be suitable in accordance with (Ferdinand, 2002).

DISCUSSION
The findings of this study validate the hypothesis that leadership style (LS) exerts a positive and significant influence on teacher motivation (MV) of Madrasah Aliyah in Barru District.The study revealed that teachers' leadership style, characterized by traits such as honesty, assertiveness, authority, and intellectuality, has a significant impact in improving their motivation and performance.This is seen in real practice where teachers seek to demonstrate leadership styles to motivate themselves in carrying out their duties, in line with the community's view of teachers as role models.The actualization of this leadership style is reflected in every aspect of learning activities in Madrasah Aliyah.
This study has also proven that Competence (CP) has a positive effect on teacher Motivation (MV) in Madrasah Aliyah.This can be seen from the value that shows the estimated level of competence that has a positive effect on motivation, where all indicators that build competence also have a positive influence based on pedagogical, professional, personality, and social indicators.with the value of each indicator of the competency variable having a significant correlation with each Motivation indicator (Nasrul, 2022).From the findings in the field, a teacher who has competence is required to be able to have pedagogical abilities in the form of knowledge in the field of education and teaching so that it facilitates a teacher in carrying out the teaching and learning process (Muna et al., 2020).
The reason that causes teacher motivation to have a positive and significant effect on performance.This can be seen in concrete reality that teachers in carrying out their work have been motivated to obtain work results in accordance with the work they are engaged in.Among the teachers there are those who have a high enthusiasm to show teachers want to achieve and develop their work career to achieve work achievements.Showing his power or existence in pursuing the teaching profession and providing good teaching results, and teachers who are always motivated to always establish good relationships with various parties both to students, fellow teachers and parents of students.This is what causes teacher motivation to have a positive and significant effect on performance.

CONCLUSION
Improving teacher performance at Madrasah Aliyah in Barru Regency is highly dependent on the role of teachers seen from factors such as leadership style, work competence, emotional intelligence, and teacher work motivation, both directly and indirectly have made a positive and significant contribution to teacher performance.
This research proposes relevant and concrete steps in improving teacher performance.This research encourages the need for collaboration between teachers in developing their professionalism on an ongoing basis such as the application of the latest and innovative learning methods, the development of teacher ideas and creativity and active participation in scientific activities.

Table 1
Validity and Reliability Test Results

Table 2
Characteristics of Respondents

Table 3
Evaluation of Overall Model Fit Index Criteria