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INTERNATIONAL JOURNAL OF SOCIAL SCIENCES 20th October 2019. Vol.79. No.1

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INFLUENCE OF ISLAMIC LEADERSHIP, SPIRITUAL PEDAGOGIC COMPETENCY,

ORGANIZATIONAL COMMITMENT TO WORK ENVIRONMENT AND TEACHER

PERFORMANCE MADRASAH ALIYAH STATE KOTA MAKASSAR Suhaemi Syam, Basri Modding, Salim Basalamah, Arief Halim, Post Graduate Universitas Muslim

Indonesia

Abstract

This study aims to test and analyze empirically the influence of Islamic leadership, spiritual

pedagogical competence, organizational commitment to the work environment, the influence of Islamic

leadership, spiritual pedagogical competence, organizational commitment to teacher performance, and the

influence of Islamic leadership, spiritual pedagogical competence, organizational commitment to teacher

performance through the work environment.

The study was conducted at Madrasah Aliyah Negeri in Makassar City using a sample of 191 people.

The results of the study were analyzed using Structural Equation Model (SEM) analysis to see the effect of the

independent variables on the dependent variable directly.

The results showed that Islamic leadership had a positive and significant effect by producing a path

coefficient of 0.409 to the work environment, spiritual pedagogical competence had a positive and significant

effect by producing a path coefficient of 0.299 to the work environment, organizational commitment had a

positive and significant effect by producing a path coefficient of 0.346 towards work environment, Islamic leadership has a positive and significant effect by producing a path coefficient of 0.341 on teacher performance,

spiritual pedagogical competence has a positive and significant effect by producing a path coefficient of 0.252

on teacher performance, organizational commitment has a positive and significant effect by producing a path

coefficient of 0.458 on performance teacher, work environment has a positive and significant effect by producing

a path coefficient of 0.375 on teacher performance, Islamic leadership has a positive effect on produces indirect

coefficient of 0.154 and T statistics of 2.139 on teacher performance through the work environment, spiritual

pedagogical competence has a positive effect by producing an indirect coefficient of 0.096 and T statistics of

2.043 on teacher performance through the work environment. Organizational commitment has a positive effect

by producing an indirect coefficient of 0.181 and T statistics of 2.784 on the performance of teachers through the

work environment

Key words: Islamic Leadership, Spiritual Pedagogical Competence, Organizational commitment, Work

Environment, and Teacher’s Performance

Background

The welfare of a nation is determined by the

quality of education. The quality of education is

determined by the quality of the teacher. The quality of

teachers is determined by the values that enlighten and

encourage the teacher in carrying out his profession.

This concept is in line with and in line with the

national education system. The National Education

System is presented so that there is balance and education in the whole country. According to Law No.

20 of 2003 concerning the National Education System

states that national education aims to develop

capabilities and shape the character and civilization of

the nation, which is dignified in order to educate the

life of the nation, aims to develop the potential of

students to become human beings who believe and fear

God. SWT, noble, healthy, knowledgeable, capable,

creative, independent and be a democratic and

responsible citizen. The position of humans as caliphs

is expected to be able to manage this earth as well as

possible. Humans are always required to work well in

their profession. Efforts to prepare quality human

resources as contained in the goals of national

education, the quality of education in Indonesia must

always be improved. Education is the process of

gaining knowledge, developing abilities or skills,

attitudes or changing attitudes. Education is a process

of transformation of students in order to gain knowledge as an educational process that is followed.

Education has a dual function, namely social functions

and individual functions. The social function is to help

each individual become a more effective member of

society by providing past and present experiences,

while the individual function is to enable someone to

live a satisfying and productive life to face the future or

new experiences.

Education Management is very necessary to

be able to coordinate all elements of education in order




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to achieve educational goals. Educational management

which is a theory from George Terry covers four main

points, namely planning, organizing, activating, and

controlling or supervising education. Educational

planning is intended to prepare all components of

education so that a good learning process can be

carried out in the administration of education. Organizing education is aimed at gathering all the

potential components of education in a synergistic

organization in order to be able to organize education

as well as possible. The education program is the

implementation or implementation of education that

has been planned and implemented by the organization

of educational providers by taking into account the

guidelines set in educational planning. Education

control is intended to ensure that the implementation of

education is carried out as planned and all components

of education are synergistically mobilized in the

process that leads to the achievement of educational goals. The success or failure of the national education

system must be carried out thoroughly, involving

various aspects related to the education system. The

law on teachers is one of the subjects of education. The

law is expected to be a legal umbrella for career

development, welfare, and is able to foster teacher

motivation to work better for the future together.

Improving teacher performance must be

supported by improving the quality of teaching staff.

The era of modernization is characterized by

technological advances known as the 4.0 era, teachers are required to have broad insights and knowledge.

Teachers must continue to try to improve their

competence, both studying independently and

attending training. The role of a teacher is seen from

the side of the tasks and responsibilities that are not

light, a teacher should receive ideal attention. Teachers

have a very strategic role, because their existence is

closely related to the quality of education. The teacher

is a person who must be able to translate and describe

the values contained in the curriculum, then transform

these values to students through the learning process

and be able to also transform students into the present atmosphere towards a better future, more cultured at

the same time able to build character modern nation.

The teacher must have a leadership spirit within

himself, including an understanding of the concept of

Islamic leadership, meaning that a teacher is able to

understand the concept of Islamic leadership which

includes; Shidiq, Tablig, Amanah, and Fathanah.

According to Hadari Nawawi in Aunur Rohih Fakih

(2001: 5-7) states that leadership according to the

empirical sense is human activity in social life, and

etymologically according to the big Indonesian

dictionary comes from the word lead by getting

awalam me means to guide, show the way, guide .

Leadership is an important aspect that must

be considered in an organization. According to Zainal

Rivai Veithzal and Arviyan Arifin (2009: 113) states

that there are 4 (four) qualities that must be fulfilled by

a leader, including: (1) Shidiq namely honesty, sincerity and truth in attitude and always based on

words, beliefs and actions based on teachings Islam:

(2) Tablig, namely the honest and responsible delivery,

openness, as well as giving examples to other parties to

implement the provisions of the teachings of Islam in

daily life, (3) Trust, namely trust given, both from

Allah SWT and the trust of people who are led must be

maintained well. The nature of this mandate must be

possessed by a teacher in carrying out his duties as well

as possible, especially with the existence of

certification allowance received by the teacher is now a

strong commitment to perform better; (4) Fathanah, which is intelligence in understanding in depth

everything that becomes the duty and obligation. This

trait raises the creativity of a teacher to innovate in

carrying out their duties and responsibilities. Creativity

will arise when the teacher always strives to develop

and improve competencies that lead to the achievement

of his performance. The teacher must understand the

concept of Islamic leadership well so that the

responsibilities given to him can be carried out well

too.

The application of the concept of Islamic leadership consisting of shiddiq tablig, amanah, and

fathanah among the teachers has not been carried out

optimally, based on observations in pre-research

activities conducted at Madrasas which are the object

of research, on January 23-25 2019 shows that there

are still teachers those who are not mandated to carry

out their duties and functions in madrasas, for example

teaching has not been maximized or the actual time

used is 4 JP which is implemented approximately 3 JP.

Professional teachers are teachers who prioritize the

quality and quality of services and products, teacher

services must meet the standardization of the needs of the community, nation and users and maximize the

ability of students based on the potential and skills

possessed by each individual. According to Wibowo

(2015: 271) states that competence is an ability to carry

out or do a job or task based on skills and knowledge

and is supported by the work attitude required by the

job. While Garry Dessler (2008: 145) states that

competence is a characteristic of a person's ability that

can be proven so that it raises achievements.

Professional teachers must have some

competence. In the Teacher and Lecturer Law Number 14 of 2005 and Government Regulation Number 19 of




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2005, there are 4 (four) competencies, namely: (1)

Personality Competencies, (2) Pedagogic

Competencies, (3) Professional Competencies and (4)

Competencies Social. Teachers .. Based on data

released by the Ministry of National Education on 4

January 2016 shows that the average national teacher

competency test results are 53.02. This number is still below the minimum competency standard that has been

set at 55. Solutions to this condition are followed up by

the government through the implementation of

Sustainable Performance Training (PKB) for teachers

in various regions, especially in South Sulawesi, so

further study needs to be done to the causes of low

competency test results especially those relating to the

application of pedagogical competencies that must be

possessed by teachers. This is done so that there is an

appropriate solution in order to present teachers who

perform well in the future. Teachers must have

enthusiasm and a high desire to actualize their potential. High competence is based on the strong

desire of every teacher to work. But along with the

development and change often the position of the

teacher is faced with quite crucial challenges.

The competency of the teacher, especially

spiritual pedagogical competence and the commitment

of a teacher are very important factors in influencing

the work environment and teacher performance in

order to achieve educational goals. Spiritual

pedagogical competence and teacher commitment are

the driving force for teachers to carry out activities that are manifested in the form of real actions, by trying to

improve the ability to plan, implement, and evaluate

the curriculum that applies in madrasas so that they get

maximum work results. Thus the better spiritual

pedagogical competence and teacher commitment a

teacher has, the higher the performance and vice versa.

Teacher commitment according to Mulyasa, (2003

151). is an attachment to the duties and obligations as a

teacher that can give birth to responsive and innovative

responsibilities and attitudes towards the development

of science and technology. In this commitment there

are elements including the ability to understand themselves and their duties, the emanation of the inner

attitude (inner strength) strength from the outside and

responsiveness to change. These elements give birth to

responsibilities towards duties and obligations that

become a person's commitment so that the task is

carried out with full sincerity.

The teacher has a commitment to the work

environment in the madrasa, meaning that they are

responsible for the madrasa for creating a conducive

madrasa climate and trying to realize the

responsibilities and role of the madrasa in realizing the success of the education and teaching environment.

Educational environment according to Abuddin Nata,

(2010: 291) is an environment that can support an

educational process or even directly used as a place for

educational activities to take place. And in terms of

Islamic education, Islamic education environment is an

environment in which there are Islamic characteristics

that enable the implementation of Islamic education properly. The educational environment refers to the

situations and conditions that surround and have an

influence on personal development. Teacher

performance is a reflection of the level of actualization

of work owned by each teacher to develop their

achievements in achieving their goals. Performance is

the result of the achievement of teacher activities in the

learning process carried out through planning,

management, and evaluation or clear evaluation and

the establishment of good communication between

individuals. According to Mangkunegara A.A. Anwar

Prabu (2010: 9), states that the term performance comes from the word job performance / actual

performance (work performance or actual achievement

achieved by someone). So performance can be

interpreted as an achievement that appears as a form of

work success in a person. Furthermore Nawawi Hadari

(2000: 25) states that performance is the ability

possessed by individuals in doing a job, so that the

performance of their work in achieving their goals is

seen. Meanwhile, according to Suryo Subroto (2002:

45) states that teacher performance in teaching and

learning achievement is the ability or ability of teachers to create an atmosphere of educational communication

between teachers and students that includes affective,

psychomorphic and cognitive aspects as an effort to

learn something based on planning, management,

evaluation and follow-up in order to achieve teaching

objectives.

The average performance of teachers in

Makassar City Madrasah Aliyah in 2017 was 88.58%

while in 2018 an average of 90.49% was obtained. This

shows an increase in the performance of teachers in

Makassar City Aliyah Madrasas for 2 (two) years last

since 2017 - 2018 amounted to 1.91%. Related to the relevant research that gave birth to the most

fundamental phenomenon at the secondary education

level is related to the problem of spiritual pedagogical

competence, teacher commitment and work

environment has not optimally stimulated teacher

performance. Teachers who have spiritual pedagogical

competence and commitment can work well in a

conducive environment as an effort to improve

performance. In line with phenomena related to

spiritual pedagogical competence, it was found that the

teacher's knowledge about subjects integrated with spiritual values was not yet maximal, or not all teachers




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were capable of doing teaching tasks by reflecting

spiritual values in the learning process. The teacher's

ability does not seem to be optimal in terms of

analyzing and solving problems. In addition, teacher

skills in developing learning plans still need to be

improved.

Basic Leadership Competencies

The core competencies that must be

possessed by a leader who wants to succeed based on

psychological research:

(a) Decisive Making Decisions, meaning that the

successful leader makes many decisions and is

resolute. A leader must be alert in choosing a

decision and responsible for the choice. People who

are led need certainty and decisiveness in making

decisions.

(b) High Integrity, meaning that an honest and

trustworthy leader will increase the enthusiasm and performance of the followers they lead as a whole.

People who are led will be committed, loyal, and

respectful to trusted leaders.

(c) Visionary, meaning one of the most important

qualities that distinguishes a leader from followers.

The leader must be able to project his foresight,

provide motivation and purpose to move forward

together and show the way of his vision so that his

followers don't get lost.

(d) Persistent, meaning that leaders who succeed in

bringing change and progress are those who never give up. Even so, good leaders also remain flexible

and not rigid in their pursuit of goals with

persistence.

(e) Expert. it means that a leader is a superior person,

able to negotiate and communicative, can influence

others and persuasion experts. A leader's expertise

is primarily to synergize the various abilities of its

members and to process the various resources

available. Cover the shortcomings and maximize

the strengths of the group so as to bring success

together. To process these resources and optimize

managed capital for the benefit of all. The core competency of a leader is capital

to give success to the organization he leads. Even so,

one thing a competent leader needs to remember: that

is, to always remain humble, not arrogant / arrogant,

and remain modest. Prof. Dr. M.H. Matondang, SE,

MA in his book stated that there are 10 types of

intelligence that can be learned by prospective leaders,

especially in the face of the 21st century, namely

leaders who have "Multi Intelligent". This is reflected

in the quality of leadership that has attitudes,

behaviors, actions and conscience becomes better and right because he is able to use various types of

intelligence such as: (1) Traditional Intelligence (IQ) so

he can think well, (2) Emotional Intelligence- EQ

(Good Loving), (3) Physical Intelligence (Good

Acting), and (4) Spiritual Intelligence (SQ) leaders

who glorify God ”. For Rossbeth Moss Kanter (1994),

in facing future challenges that are increasingly

complex and will developing more dynamically, leadership competencies needed in the form of the right

conception, sufficient competency, extensive

connections, and confidence.

According to Bennis and Burt Nanus (1985)

that leadership competence is in the form of "the ability

to manage" with attention (vision), meaning

(communication), trust (emotional glue), and self

(commitment, willingness to take risk), whereas

according to Peter F Drucker, the leader should have at

least 3 areas of ability / competence, namely:

(a) Personal ability, having high integrity, having a

clear vision, high intelligence, creative and innovative, not easily feeling satisfied, flexible and

having the maturity of the soul, physically and

mentally healthy, dignified and charismatic, having

idealism and love of the motherland.

(b) Leadership Mastery, has the ability to motivate

others, make quick and right decisions affecting

others, manage conflict, organize, lead team work,

control stress and communication skills.

(c) Organizational Mastery, which has the ability to

develop organizations, strategic management, seize

opportunities, hold the next generation, understand macro and micro economic aspects and operational

skills.

The most important leadership competency

is that a "leader" should have a strong organizational

commitment, visionary, high self-discipline, do not

make the same mistakes, enthusiastic, broad-minded,

high communication skills, time management, able to

handle any pressure, able as educator for his

subordinates, empathy, positive thinking, have a strong

spiritual foundation, and are always ready to serve.

Besides that, it must have personal ability, leadership

ability and organizational ability with leadership qualities that have attitudes, behaviors, actions and

conscience with the ability of IQ, IE, SQ and physical

intelligence.

Islamic View of Leadership

Leading an organization, should uphold the

truth. Truth is a match between statement and reality.

Imams and Caliphs are two terms that the Qur'an uses

to designate leaders. According to Zainal Veithzal

Rivai, Mansyur Ramly, Mutis Thobis and Muhammad

Natsir (2009: 112), stated that the word imam was taken from the word amma-yaummu which means to




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go, and emulate. The word caliph is rooted in the word

khalafah which in the beginning meant behind it often

also means a substitute, because the one who replaces

is always behind or comes after being replaced. The

nature or character that must be possessed by a leader

according to the Qur'an and the Hadith, was stated by

Zainal Rivai Veithzal and Arifin Arviyan (2009: 113) which states that basically there are 4 traits that must

be fulfilled, namely (1) Al-Fathanah namely

intelligence give birth to the ability to deal with and

overcome problems that arise instantly, (2) Al-

Amanah, the trust given to him both from Allah SWT

and from those he leads, so as to create a sense of

security for all parties, (3) Ash-Shidq, namely truth and

sincerity in behaving, saying and struggling to carry

out their duties, (4) At Tabligh, namely the delivery of

honest and responsible or can be termed openness.

Allah SWT

According to Zainal Veithzal Rivai, Mansyur Ramly, Mutis Thobis and Muhammad Natsir,

(2009: 116), stated that there are two things that need

to be considered regarding Surah Al Baqarah verse 124

above. (1) Leadership in the view of the Qur'an is not

just a social contract between the leader and the

community, but also a binding agreement with Allah

SWT, or in other words the mandate of Allah SWT. (2)

Leadership according to justice, because justice is the

opposite of the persecution that is required by the

paragraph above, and justice must be felt by all parties.

The verse that talks about good leadership, found four basic characteristics that should be owned by the priest

/ leader. The qualities of leaders are also found in

Surah Al Anbiya verse 73: We have made them leaders

who instruct us with our commands and have revealed

them to them, do good, establish prayers, pay alms, and

only to Us they always worship,

The verse quoted above can be understood

globally that the criteria for leaders is able to give

guidance. Asbabun Nuzul this verse is to encourage the

Prophet Muhammad and to strengthen his soul so that

he as a leader has the soul of a knight in facing the

challenges of the polytheists when in Mecca. In the interpretation of Al-Misbah by Muhammad Quraish

Shihab: We also make them prophets who call and

point people to good by our commands. That was after

we inspired them to do good deeds, perform prayers

correctly and pay zakat. They then submit and are

sincere to us. Al Jalalain's Tafsir by Jalaluddin al-

Mahalli & Jalaluddin as-Suyuthi: (We have made them

part of the leaders) can be read A-immatan or

Ayimmatan, ie leaders who are role models in

goodness (who give instructions) to humans (with

orders) We) give instructions to them to embrace our religion (and have revealed to them practicing virtue,

establishing prayers, giving alms) they and those who

follow them should do all that.

The concept of leadership cited above

quoted in the interpretation of al Misbah and al Jalalain

basically refers to a process to move groups of people

towards a goal that has been set or agreed upon by

encouraging or motivating them to act in a non-coercive way. Leadership can be said as a role and also

as a process to influence others. Zainal Veithzal Rivai,

Mansyur Ramly, Mutis Thobis and Muhammad Natsir

(2009: 121), stated that there were 4 (four) sources of

leadership, namely: (1) legitimacy power that came

from appointment by organizations, through leadership

rules, (2 ) expertise or expertise, that is, who comes

from having knowledge or who can help the group in

achieving its goals, (3) power of respect or affection

where the leader is liked or respected by his

subordinates, groups, or superiors, (4) the power of

appreciation and or fear which comes from the power to influence wages, promotions, and recognition by

followers.

The term leader in the perspective of the

Qur'an can refer to the terms of the caliph, Imamat, and

ulu-Amr

a) The caliph is the subject of the past verb khalafa

which means to replace or occupy his place. In another

sense, this word is used to refer to the person who

succeeded the Prophet Muhammad (after he died) in

Islamic leadership. The Caliph was also often referred

to as Amir al-Mu'minin or the leader of the believers. The scholars have different points of view regarding

the position of the Caliph. It is this difference in

perspective that causes many definitions for the caliph.

According to al-Mawardi, the caliph was appointed for

the prophetic successor in preserving religion and

regulating world affairs. While al-Baidhawi considers

that the caliph is a substitute for the Messenger of

Allah by someone of several people in the enforcement

of sharia laws, maintenance of property rights of the

people, which must be followed by all people. Al-

Juwayni stated that the caliph was a leadership that was

holistic (riyasah tāmmah), namely leadership relating to special affairs and public affairs in the interests of

religion and the world. According to Abū al-A'lā al-

Maudūdi, the caliphate is a form of human government

that is correct in the view of the Qur'an. Namely the

state's recognition of the leadership and power of Allah

and His Messenger in the field of legislation, surrender

all legislative power and supreme legal sovereignty to

both, and believe that his khilafah represents the true

Judge, namely God. Other terms in terms of

terminology, the caliph is the highest leader in the

Islamic world who replaced the position of the Prophet in managing Islamic religion and government. The first




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four caliphs, Abu Bakr, „Umar, Usman, and„ Ali, each

played a role in solving various religious problems in

his time, and played a role in expanding the territory of

Islamic government. They also have a high spiritual

role as seen from their efforts while serving as caliph.

Therefore they received the title of respect

for the khalīfah al-rāsyidūn (righteous caliph). Some Muslim leaders after them, still use the title of caliph.

b).Term Imamat comes from the word imam. In

Maqayis al-Lughah it is explained that the term imam

initially means the prayer leader. Imam also means a

person who is followed in his footsteps and takes

precedence over his affairs, likewise the caliph as a

priest of the people, and the Qur'an being an Imam of

the Muslims. Imam also means a thread to straighten a

building. The same limitation was also stated by al-

Asfaḥāni that al-imam is the one who is followed in his

footsteps, namely the person who puts his affairs first,

or his words, or his actions. Imam also means the book or semisalnya. The plural of the word al-imam is

a'immah. The term Imamat in the context of Sunnah

and Shi'ism differs in understanding. In the sunni

world, Imamat cannot be distinguished from the

Khilafah. While in the world of Shi'i, Imamat is not

only in the connotation of government institutions, but

includes all aspects. This is due to the predicate of the

Imam for the Shiites not only related to the political

aspects, but also includes the aspects of the religion as

a whole: aqeedah, sharia, mysticism, and what the

Shi'ites agree is that the Imam must come from ahl al-bayt with the Ali lineage. Thus the Shi'ah understand

that the connotation of the Imam is very close to the

religious dimension and is less appropriate when it is

related to the political aspect. From here so that the

connotation of priests must still refer to the

understanding of spiritual or religious leaders. In the

Shi'ah view, Imamat is not only a system of

government, but also God's absolute design and is the

basis of Shari'a in which belief in him is considered as

an affirmation of the faith. Nasiruddin al-Thusi as

quoted by Murtadha Mutahhari uses scientific

expressions and states that the priest is the luthf (gift of goodness) of Allah. In the sense that it is prophetic and

beyond human authority. Therefore, priests are not

chosen based on human decisions. Like the Prophet,

the priest is appointed based on God's decree. The

difference is that the Prophet is directly related to

Allah, while the Imam is appointed by the Prophet after

receiving orders from God.

There are at least three important conditions

that must be possessed by someone to occupy the

position of Imamat, namely: (1) Is a choice and

appointed by God, not appointed by the general public ; (2) Possessing knowledge that covers all knowledge

acquired in a laduni from the side of God; 3) Ma'shum

(awake) from all mistakes and mistakes and sins. With

an analysis like this above, the concept of Imamat

(leadership) in terminology in Shi'ism cannot be

separated from the role and mission of religion.

Because the people always need guidance, and

therefore God is paying special attention to providing uninterrupted guidance for humanity, including

assigning the Prophet to choose his successor (priest),

and each successor determines his successor, and so

on. With the concept of Imamat as revealed here, it is

practical that the soul and religious mission (Islam) can

be preserved for all time.

Spiritual Pedagogical Competencies

According to Article 8 of Law No. 14 of

2005 concerning Teachers and Lecturers, that the

mandatory requirements of a teacher are to have

academic qualifications, competencies, educational certifications, physically and mentally healthy, and

have the ability to realize national education goals.

According to Sanjaya (2011: 17-20) in his book a

learning strategy oriented towards the educational

process standard states that as a profession, there are a

number of competencies possessed by a teacher, which

include:

1) Personality Competencies, Teachers are often

regarded as someone who has an ideal personality.

Therefore, the teacher's personality is often seen as a

model or role model. As a model teacher must have competencies related to personality development,

including:

a) Abilities that relate to the experience of religious

teachings in accordance with the religious beliefs they

hold.

b) The ability to respect and respect among religious

people.

c) The ability to behave in accordance with norms,

rules, and value systems that apply in society.

d) Develop praiseworthy qualities as a teacher, for

example good manners and manners.

e) Be democratic and open to reform and criticism. 2) Pedagogical Competence, is the competency or

ability related to the completion of teacher training

tasks. This competency is a competency that is very

important, because it is directly related to the

performance displayed. Therefore, the level of

professionalism of a teacher can be seen from this

competency. Some competencies related to these

competencies include:

a) The ability to master the educational foundation, for

example understanding the educational goals that must

be achieved, both national goals, institutional goals, curricular goals, and learning objectives.




38

b) Understanding in the field of educational

psychology, for example understanding of the stages of

student development, understanding of learning

theories, and so forth.

c) Ability in mastering subject matter according to the

field of study being taught.

d) The ability to apply various methodologies and learning strategies.

e) The ability to design and utilize various media and

learning resources.

f) Ability to carry out evaluation of learning.

g) Ability to develop learning programs.

h) Ability to implement supporting elements, for

example understanding of school administration,

guidance, and counseling.

i) The ability to carry out research and scientific

thinking to improve performance.

3) Social Competence, this competency is related to the

ability of teachers as members of the community and as social beings, including:

a) The ability to interact and communicate with

colleagues to improve professional abilities.

b) The ability to recognize and understand the

functions of each social institution.

c) The ability to collaborate, both individually and in

groups.

4) Professional Competence, is the ability to master

broad and deep subject matter.

Law Number 14 of 2005 concerning Teachers and

Lecturers Article 10 states that teacher competencies include pedagogical competencies, personal

competencies, social competencies, and professional

competencies. Each competency is explained in Law

Number 19 Year 2005 Concerning National Education

Standards Article 28 Paragraph 3 Items a-d as follows:

1) Pedagogical competence is the ability to manage

student learning, design and implementation of

learning, evaluation of learning outcomes, and

development of students to actualize the various

potentials they have.

2) Personality competence is the ability of personality

that is steady, stable, mature, wise, and authoritative, be an example for students, and have good character.

3) Professional competence is the ability to master

extensive and in-depth learning material that enables it

to guide students to meet the competency standards set

out in National Education Standards.

4) Social competence is the ability of educators as part

of the community to communicate and socialize

effectively with students, fellow educators, educational

staff, parents / guardians of students, and surrounding

communities.

The above description can be concluded that a teacher must have four competencies, namely pedagogical

competence, personal competence, professional

competence, and social competence. By having these

four competencies the teacher is able to carry out

effective and efficient education, teaching and training.

Professional teachers are able to motivate students to

optimize their potential in achieving the predetermined

quality standards of education.

Pedagogic Competency Components

According to Suyanto and Asep Jihad

(2013: 41-42) in his book becoming professional

teachers, pedagogical competencies that must be

mastered by teachers include; teacher understanding of

students, design and implementation of learning,

evaluation of learning outcomes, and student

development to actualize the various potentials they

have. The essential indicators for each sub-competency

are described as follows:

a) Understanding students in depth, with essential indicators: understanding students by utilizing the

principles of cognitive development; understand

students by utilizing the principles of personality;

and identify students' initial learning provisions.

b) Designing learning, including understanding the

educational foundation for the benefit of learning,

with essential indicators: understanding the

educational foundation; applying learning and

learning theories; determine learning strategies

based on student characteristics, determine the

competencies to be achieved, and teaching material; and arrange learning designs based on the chosen

strategy.

c) Carry out learning, with essential indicators:

organize learning settings and carry out conducive

learning.

d) Design and implement learning evaluations, with

essential indicators: design and carry out

continuous evaluation of learning processes and

outcomes with a variety of methods; analyze the

results of the evaluation process and learning

outcomes to determine the level of mastery

learning; and utilizing the results of learning assessments to improve the quality of learning

programs in general.

e) Develop students to actualize their various

potentials, with essential indicators; facilitate

students to develop various academic potentials;

and facilitate students to develop various non-

academic potentials.

Suprihatiningrum (2013: 101-103) in his

professional teacher's book states that the component

of pedagogical competence includes the following

matters:




39

a) Understanding of insight or educational foundation

(ability to manage learning). Pedagogically, the

competence of teachers in managing learning needs

serious attention. This is important because the

teacher is a manager in learning, who is responsible

for planning, implementing, and evaluating,

changing or improving learning programs. b) Understanding of students, there are at least four

things that must be understood by the teacher of

students, namely the level of intelligence,

creativity, physical disabilities, and cognitive

development.

c) Learning design, is one of the pedagogical

competencies that will lead to the implementation

of learning. learning design includes at least three

activities, namely identification of needs,

formulation of basic competencies, and preparation

of learning programs.

d) Implementation of learning that is educative and dialogic, Learning is essentially a process of

interaction between students and their environment

so that changes in behavior occur for the better. In

learning, the most important task of the teacher is to

condition the environment so as to support behavior

change for the better and the formation of student

competencies. Generally the implementation of

learning includes three things, namely pre-test,

process, and post-test.

e) The use of learning technology, The use of

technology in education and learning is intended to facilitate or streamline learning activities. In this

case, the teacher is required to have the ability to

use and prepare learning material in a computer

network system that can be accessed by students.

f) Evaluation of learning outcomes, evaluation of

learning outcomes is carried out to determine

changes in behavior and the formation of student

competencies, which can be done with class

assessments, basic skills tests, final assessments of

education units and program assessments.

g) Student development, Student development is part

of the pedagogical competence to actualize the various potentials possessed by each student.

Student development can be done by the teacher

through various ways, including through

extracurricular activities (extracurricular),

enrichment and remedial, as well as guidance and

counseling (BK).

The above description shows that

competent teachers are teachers who are able to

manage learning. Teachers who have good pedagogical

competence will be able to understand what is needed

and desired by students in the learning process.

Organizational Commitment

Organizational commitment is a condition

of positive behavior through loyalty to the workplace

organization. According to Gimbart (2008: 520)

organizational commitment is a commitment that

appears not to be passive loyalty, but involves an active

relationship with work organizations. Luthans (2005: 64) defines organizational commitment as an

embodiment of the totality of the loyalty of an

individual's self identity with his organization. While

Norman (2006: 136) views organizational commitment

as an orientation to the value of loyalty in totality for

the organization. Likewise Ibrahim (2008: 525) put

forward three characteristics of the principle of

organizational commitment, namely: (1) strong beliefs

about the organization, (2) maintaining oneself to

remain a member of the organization, (3) trying hard as

part of the organization's members.

David (1994: 25) that organizational commitment is generally understood as an obligation

of individual obligations to the organization in the form

of work involvement, loyalty and trust in the

organization. Organizational commitment is a form of

someone's loyalty in taking actions and decisions

according to attitude to realize values as the basis of

trust. Similarly, according to Lincolyn (2006: 89-106)

organizational commitment is a nuance of the will,

loyalty and pride of individual human resources.

Organizational commitment is self-actualization of

organizational loyalty through a willingness or willingness to try to be part of the organization. Means

that organizational commitment is an important factor

in achieving organizational goals, meaning the output

of organizational commitment is performance.

Organizational commitment can be interpreted as self-

identity and involvement in the organization and the

desire to stay together in the organization. According to

Wangsadjaja (2006) defines organizational

commitment as a relative strength of the individual in

his identity and involvement in the organizational part.

This trait is characterized by three things, namely (1)

strong beliefs about accommodating organizations, (2) being serious in the interests of the organization, (3)

Strong desire to maintain membership in the

organization.

Component of Organizational Commitment

Allen and Meyer (2009: 18) distinguish

organizational commitment over three components

namely; Affective Commitment, Normative

Commitment and Continuance Commitment.

a) Affective Commitment is a commitment related to

emotional, identification and involvement in individual organizations with a high affective component, does




40

not break away from the organization because of its

desire to be associated with the organization.

b) Normative Commitment is the individual's belief

about the obligation to contribute to the organization.

Individuals must carry out their work to achieve the

goals set by the organization

c) Continuance Commitment is a rational commitment formed on the basis of consideration of the profit and

loss faced by individuals when faced with a decision to

remain in the organization or want to leave the

organization

Allen and Meyer (2009: 19) generally

explain that the essence of effective commitment

includes sensitivity, pride, attachment, and

achievement of the results of the totality of loyalty

shown to the organization. Normative Commitments

include expressing feelings to work hard, have loyalty,

uphold the value of work and strive to excel as a

manifestation of natural commitment. Continued commitment adheres to the teachings about being

consistent in organizing, reviving the organization and

having a forward orientation for the organization's

progress. Organizational commitment according to

Wangsadjaya (2006) is better known as an attitude

approach about organization. Has two components,

namely the attitude component and the will component

to behave, the attitude component category includes:

a) Identify the organization by accepting organizational

goals. Through an attitude of agreeing to

organizational rules, personal equality, upholding organizational values and pride being part of the

organization

b) Involvement of roles and job responsibilities in the

organization. High commitment will accept and

carry out all the duties and responsibilities of the

work given.

c) Organizational loyalty is an evaluation of

commitments that form emotional bonds (affective)

between individual organizations by showing

loyalty and a sense of belonging to the

organization.

Components of the will to behave on organizational commitment are:

a) Willingness to show maximum effort exceeding

professional expectations with high commitment to pay

attention to the organization.

b) The desire to remain in the organization for a long

time by having little reason to leave the organization.

Allen and Meyer (2009: 23) that the

conditions faced by organizations if individuals have

low organizational commitment are as follows: (a)

High levels of individual absences, (b) High levels of

individual turn over, financing incurred to recruit and train, (c) unwillingness to share and sacrifice for the

benefit of the organization. Have a low work

motivation and result in a decrease in work. The

implementation of effective commitments in principle

includes expressing the meaning of an understanding of

feelings of belonging to the organization, fostering

pride and always reflecting on the organization, having

an integrity in the form of emotional unity with the organization and always providing solutions to

problems faced by the organization. The importance of

Tudero's effective commitment (2005: 14) in the study

of organizational commitment to performance justifies

four things that are always a consideration for each

individual in fulfilling their performance, which is

committed to: (1) feel they have an organization to

progress and develop, (2) proud to be part of

organization, (3) have emotional integrity with the

organization, (4) solving problems through work

solutions.

Organizations need affective commitment. The level of affective commitment for individuals has a

positive impact on the performance achieved. The main

foundation in studying affective commitment is using

the theory of sensitivity. Gimbart (2005: 125) states

that everyone has the sensitivity to own or be part of an

organization in investing its performance. This theory

sees that in an organization it takes an individual

commitment to feel an ownership of the organization in

realizing its performance. Develop an understanding of

affective commitment, use proud theory. The theory

put forward by Filet (2003: 25) that people who have high commitment are people who are proud of the

achievements that result. Of course, developing

affective commitment requires emotional integrity. The

theory used in developing affective commitment is

seen from the point of emotional unity that is using the

theory of bonding. This theory developed by Muller

(2001) states that everyone has a commitment in

emotional attachment in achieving his goals. The

principle of this theory provides an aspect of

understanding that a commitment requires emotional

integrity to achieve performance. Facing organizational

challenges, individuals are required to be able to improve their performance in overcoming

organizational problems. The theory of results put

forward by Norman (2006: 128) states that each

problem will produce a solution to make people have a

strong commitment to achieve performance.

The theories mentioned above are the

theories used in understanding the importance of

effective organizational commitment in improving

performance. Effective commitment is needed to

realize organizational goals. Developed and developed

organizations are the implications of commitment as a representation of sensitivity, pride, attachment and




41

achievement of results. Developing and developing

organizations always pay attention to behavioral and

psychological aspects in meeting performance.

Fulfillment of performance must be based on strong

normative commitments. This commitment is

described as an individual work philosophy, feels

obliged to work seriously, has a commitment not to think out of the organization, always develops optimal

work values and feels improper not to excel. (Meyer,

2003: 95)

Meyer's view is oriented to the view put forward by

Antonio (2005: 195) stating that normative

commitment is a strong element in meeting

performance needs, these elements are classified as

follows:

a) Committed individuals are obliged to work hard.

b) Individuals who do not have other initiatives to

leave the organization.

c) Always develop the work values adopted d) Feeling appropriate for work that always makes

achievements.

The above element becomes the view that

everyone in the organization has a normative

commitment to its existence in an organization so that

people are able to work well and improve their

performance. The theory used in developing normative

commitment that is using the mandatory theory

proposed by Mills (2004: 76) states that everyone is

obliged to work hard to improve performance. The

obligation is a behavior that is driven by conscious and controlled efforts in achieving a goal that is

performance improvement. The organization has a

commitment that requires it to work hard in achieving

its goals. Achieving a goal means achieving a

constructive position as the organization requires the

individual to fulfill his performance. An organization

in developing organizational progress always increases

its individual not to make choices out of an

organization.

The theory of "fixed" is a theory introduced

by Gimbart (2005: 251) states that give space and time

to exist in organizations. Means that everyone has a strong opportunity to keep working if space, time and

opportunities to improve performance achieve goals.

The success of an organization is also inseparable from

the change in values adopted by the organization.

Robbinson (2005: 84) introduces an essence theory.

This theory states that commitment is a reality (real

essence) of organizational culture. This means that

organizational culture provides the power for

individuals to be able to develop their tasks and

functions within the organization. Producing an

achievement of certain goals and performance requires normative commitment. The "feasibility" theory used

by Luthans (2005: 64) that commitment is the

actualization of eligibility to be part of an organization,

meaning that the organization prioritizes people who

have commitment. The theory stated above, in

principle, is a basic theory in understanding the

importance of normative commitments held by

individuals in accordance with the appropriateness in being committed to improving performance. An

organization always puts forward the importance of

achieving current and future goals. Therefore we need

a continuous or sustainable commitment so that it

becomes a unity of work integrity.

Meyer (2003: 165) states that large and

advanced organizations always implement ongoing

commitments according to the stages of organizational

dynamics. The main basis for developing the concept

of ongoing commitment is the principle of work

kebetahan, always turn on the progress of the

organization and avoid the effects that are not balanced. The theory used is a "consistent" theory, a

"survival" theory and a "consequence" theory. The

consistent theory put forward by Hebert (2004: 51)

states that commitment is consistent with what is done,

which means to improve the performance required by

people who are consistent in loving their work. Work

that is based on commitment with high love will

produce work that is smooth. The theory of survival or

"survival" according to Helman (2002: 29) states that

the commitment to revive the organization to achieve

organizational goals, meaning that every person working in an organization is required to always have

an ongoing organizational commitment in reviving

work activities. Working in an organization there is

always a dynamics of work that has a bias in the form

of opportunities and consequences. Opportunities are

something that must be utilized and consequences are

judgments that must be accounted for. Consequences

theory pointed out by Norman (2006: 91) states that the

consequences are a form of ongoing commitment in

developing organizations. The consequences in an

organization are also interpreted as the effects of

commitment commitment. Norman (2006: 95) states that the consequences of a commitment can not be

separated from the orientation. Orientation is

perspective on organizational commitment in the

future. The theory of orientation proposed by Meyer

(2006: 14) that orientation is a reflection of sustainable

organizational commitment. Organizational orientation

that is carefully prepared produces sustainable future

organizations.

The above description provides

appreciation that in meeting performance demands an

ongoing commitment in which there is an element of consistency, survival, and orientation that must be




42

carried out by an individual in developing a

commitment to improve performance.

Teacher's Commitment

Commitment is an action taken to sustain a

particular choice of action, so that the choice of action

can be carried out with awareness and wholeheartedly. Park explained, the teacher's commitment is an inner

strength that comes from the heart of a teacher and the

power from outside itself about the task that can give a

big influence on the teacher's attitude in the form of

responsibility and responsiveness (innovation) to the

development of science and technology. Commitment

is broader than caring, because in the sense of

commitment includes the meaning of effort and

encouragement as well as considerable time. Mulyasa

believes that an independent commitment needs to be

built on each individual school member, including

teachers, especially to eliminate the bureaucratic rigidity of thought and culture, such as having to wait

for superiors' instructions by turning them into creative

and innovative thinking.

Based on the description above it can be

concluded that the teacher's commitment is an

attachment to the duties and obligations as a teacher

that can give birth to responsive and innovative

responsibilities and attitudes towards the development

of science and technology. So in the commitment there

are several elements, among others, there is the ability

to understand themselves and their duties, emanating an inner attitude (inner strength) external strength and

responsiveness to change. These elements give birth to

responsibilities towards duties and obligations that

become a person's commitment so that the task is

carried out with full sincerity. According to Louis

explained 4 types of teacher commitment:

a) Commitment to Schools as One Social Unit: School

is a social institution that grows and develops from

and for the community. The formal social

institution is an organization that is bound to formal

rules and procedures, has clear targets and targets

as well as official governance or management leadership structures. The teacher as an educator is

obliged to bring students towards maturity by

utilizing daily interactions in education is the best

and most effective way in the personal formation of

students. This method will eliminate the gap

between teacher and students. In other words the

teacher has a commitment to the school, is

responsible for the school and the profession in a

voluntary sense, creates a conducive school climate

and seeks to realize the responsibilities and roles of

the school in realizing the success of education and teaching.

b) Commitment to School Academic Activities; The

teacher's task is related to commitment to school

academic activities.

c) Commitment To Students As Unique Individuals.

According to Gardner about the principle

differences of students that must be known by the

teacher as a basis for building a commitment to the awareness that students are unique individuals. (1)

Differences in home background (2) Differences in

health and nutrition. (3) Differences in children's

abilities at school (4) Differences in interests.

d) Commitment to Creating Quality Teaching. A

teacher always responds to changes in new and

current knowledge, especially new ideas in the

implementation of the curriculum in class, so that

quality learning. The quality of learning or the

quality of education will be achieved if the teacher

meets the needs of students and must be prepared

by the teacher. The ability of teachers to create active and fun learning is a positive effort to

improve the quality of learning.

The work Environment

The work environment in an educational

institution needs to be considered, this is because the

work environment has a direct influence on the

teaching staff and education staff or all stakeholders

who are in the educational institution. A conducive

work environment can improve performance and vice

versa, an inadequate work environment will reduce performance. The condition of the work environment is

said to be good if humans can carry out activities

optimally, healthy, safe and comfortable. The

suitability of the work environment can be seen as a

result for a long period of time. A poor work

environment can require more labor and time and does

not support obtaining an efficient work system design.

According to Robbins (2010) the

environment is institutions or forces outside the

potential to influence organizational performance, the

environment is formulated into two namely the general

environment and special environment. The general environment is anything outside the organization that

has the potential to influence the organization. This

environment is in the form of social and technological

conditions. While the special environment is the part of

the environment that is directly related to achieving the

goals of an organization. Herman Sofyandi (2008: 38)

defines "The work environment as a series of factors

that affect the performance of the functions / activities

of human resource management which consists of

internal factors that originate from within the

organization". Danang Sunyoto (2012: 43) stated "The work environment is everything that exists around the




43

workers and which can affect him in carrying out the

tasks assigned, such as cleanliness, music, lighting and

others." According to Basuki and Susilowati ( 2005:

40) work environment is anything in the environment

that can influence, either directly or indirectly a person

or group of people in carrying out their activities.

According to Anwar Prabu Mangkunegara (2005: 17) the intended work environment includes

clear job descriptions, challenging work targets,

effective work communication patterns, working

climate and relatively adequate work facilities. Alex S.

Nitisemito (1992: 183) states that the work

environment is everything that exists around the

workers and that can affect him in carrying out the

tasks that are charged. According Sedarmayati (2009:

21) the definition of work environment is as follows:

"The work environment is the overall tools and

materials faced, the surrounding environment in which

a person works, the method of work, and work arrangements both as individuals and as groups".

According to Schultz & Schultz (2006) work

environment is defined as a condition related to the

characteristics of the workplace towards employee

behavior and attitudes where it is related to

psychological changes due to things experienced in his

work or in certain circumstances that must be continue

to be noticed by organizations that include work

boredom, monotonous work and fatigue. Work

environment consists of physical and non-physical

environment that is attached so that it cannot be separated to get good performance. According

Sedarmayanti (2009: 31) the physical work

environment is all physical forms that are located

around the workplace that can affect both directly and

indirectly live. While the non-physical work

environment is all the circumstances that occur related

to work relationships, both relationships with superiors

and with colleagues, or relationships with subordinates.

Work environment issues in an organization are very

important, in this case it is necessary to regulate and

organize work environment factors in organizing

organizational activities. From the opinion of the experts it can be concluded

that the work environment is everything that is around

when working both physically and non-physically

which can affect when working. If a conducive work

environment creates a sense of security, comfort and if

the work environment is not supportive then a sense of

security and comfort cannot be created.

Teacher Performance in the Learning Process

In Law No. 14 of 2005 Article 1 paragraph

(1) point 1 regarding Teachers and Lecturers states that, "Teachers are professional educators with the

main task of educating, teaching, guiding, directing,

training, evaluating, and evaluating students in early

childhood education through formal education , basic

education and secondary education. " Meanwhile,

according to Suparlan (2006: 10), the teacher is

someone who has the task as a facilitator so that

students can learn and or develop their basic potentials and abilities optimally, through school education, both

established by the government or by the public or

private. The teacher has a very important position in

determining the success of learning because teachers

who manage the learning process directly from the

beginning to the end where the learning process is the

core of the education process. This strategic teacher

position is then needed to be realized through teacher

performance. Martinis Yamin and Maisah (2010: 87)

put forward the definition of teacher performance as a

behavior or response that gives results that refer to

what they do when he faces a task. The performance of a teacher will appear in everyday work situations and

conditions. Performance can be seen in the aspect of

carrying out the task and the quality of carrying out the

task. By looking at the main task of a teacher is

teaching, the teacher's performance can be seen in the

teacher's activities when teaching in the learning

process.

Teacher performance is the ability and

effort of the teacher to carry out the learning tasks as

well as possible, teaching program planning,

implementation of learning activities and evaluation of learning outcomes (Ministry of National Education,

2008: 21). According to Nana Sudjana (2004: 19),

teacher performance as a teacher can be seen from the

ability or competence to carry out the task. Abilities

related to the task of the teacher as a teacher can be

grouped into four abilities, namely planning the

teaching and learning process, implementing and

processing the teaching and learning process, assessing

the progress of the teaching and learning process,

mastering the subject matter. In line with Nana

Sudjana, P2TK Directorate General of Higher

Education in Mulyasa (2008: 20) outlines the task of teachers as instructors into three activities that contain

teaching abilities namely planning learning,

implementing learning that educates, and assessing the

process and results of learning.

Based on the above conclusions about the teacher's

performance, in the learning process are the results and

the ability of teachers to carry out tasks assigned to

them based on their abilities.

Research Methods

The data collection techniques used in this study are:




44

1. Observation; preliminary data collection on

identifying the location of research, using direct

observation in the field according to the object being

observed.

2. Interview; Data collection by asking questions

directly to respondents.

3. Questionnaire; data collection techniques by asking a number of questions in writing given to respondents,

with the aim of obtaining valid and reliable data.

4. Documentation; data collection by searching and

studying written documents and reports that have

something to do with this research.

The total population of 191 people is still used as the

number of samples to see the performance of all

teachers in Makassar City Madrasah Aliyah, with

consideration:

1. Complete madrasah facilities available

2. Madrasa has been accredited "A"

3. Variation in Teacher Characteristics 4. Continuity of the Learning Process

5. Number of Teachers and Students

6. Number of Study Groups.

The data analysis technique used in this

study is descriptive analysis technique and Structural

Equation Model (SEM) analysis. Ammos version 22.

Descriptive Analysis Technique, used to analyze data

by describing or describing data that has been collected

as it is without intending to make conclusions that are

applies to general or generalization. Structural

Equation Model Analysis (SEM), according to Ulber Silalahi (2015: 569) states that the Structural Equation

Model equation model, is the second generation of

multivariate analysis techniques with data analysis

using structural equation models. SEM analysis can be

used to answer various research problems with a

variety of independent and dependent variables in a

comprehensive set.

Data validity, related to two things, namely accuracy or

accuracy and accuracy. A measuring instrument is said

to be meticulous or careful if it has the ability to show

meticulously or thoroughly the size of the large or

small symptoms to be measured. According to Ulber Silalahi (2015: 472) states that validity refers to the

extent to which the measure accurately reflects the

contents of the measured construct. If the size

represents the construct, then the research measure

instrument is valid or authentic. Validity testing is

research conducted to determine whether a valid

indicator can be seen from the results of t test> 1.96

The average respondent's response to

Islamic leadership was 4.71 These results explained

that in general the Makassar City Madrasah Aliyah

teachers had very high Islamic leadership characteristics or attitudes. The high Islamic leadership

character possessed by the teacher is aimed at the at-

tabliq indicator (X1.2) with a mean value of 4.88. This

result explains that the teacher's ability to convey or

communicate honestly and responsibly in the learning

process. Honesty built in a teacher will provide

valuable lessons for himself and his students. Good

words are a reflection of the softness of a teacher in carrying out their duties and functions. In addition,

openness will provide space for students to convey

their desires and all abilities.

Al-amanah (X1.3) is a response with a

mean value of 4.85 is the second largest respondent's

response in explaining Islamic leadership. This shows

that a teacher must hold fast and carry out the mandate

given, both from Allah SWT and from the leadership

itself. Teachers who carry out the mandate well, will be

a positive example for their students. The realization of

a mandate provided a bridge to build trust from the

leadership. The lowest indicator in explaining the Islamic leadership possessed by a teacher in Makassar

City Madrasah Aliyah is Shiddiq (X1.1), which is the

truth and sincerity of a teacher in behaving, saying, and

carrying out his duties of 4.51. However, this indicator

is still classified as good or important, but in the

process of implementation by the teacher has not been

done optimally. These results indicate that the

Makassar City Madrasah Aliyah teachers behave, say,

and carry out their duties to provide space for students

to communicate to convey their desires and abilities.

Spiritual Pedagogical Competencies (X2)

Spiritual pedagogical competence is the

ability possessed by a teacher that includes skills,

knowledge, attitudes and skills in managing learning

that is based on awareness, understanding and spiritual

attitude, with the following indicators:

(1) Responsibility (X2.1

(2) Sincerely (X2.2)

(3) Discipline (X2.3)

(4) Full understanding (X2.4)

(5) Persevering (X2.5)

(6) Example (X2.6) (7) Innovative (X2.7)

The data shows that the average

respondent's response to spiritual pedagogical

competence is 4.53. This shows that generally teachers

in Makassar City's Aliyah Madrasah have very high

spiritual pedagogical competencies. A very high

indicator of spiritual pedagogical competence is

discipline (X2.3) with a mean value of 4.63. These

results illustrate that with high discipline owned by

teachers in understanding students and managing

learning based on awareness, understanding and spiritual attitude that educates and dialogues will give




45

students space to convey their ideas and ideas so that

students feel involved in activities learning process to

produce good quality learning. The lowest indicator is

innovative (X2.7) with a mean value of 4.45. These

results indicate that the innovative indicators possessed

by Makassar City Madrasah Aliyah teachers are quite

good. Teachers are able to provide innovation in technology-based learning activities based on

awareness, understanding and spiritual attitude to all

madrasa residents consisting of students, educators,

and education staff. Makassar City Madrasah Aliyah

Teachers have the ability or knowledge to innovate

learning materials well, so that learning activities can

run smoothly.

Organizational Commitment (X3)

Organizational Commitment (X3) is the

totality of teachers in complying with applicable

provisions in an organization. Indicators of this theory that refer to Allen and Meyer's theory are as follows:

(1) Affective commitment (X3.1) is a commitment

relating to emotional, identification and involvement in

the organization. The operational form is the ability of

the teacher to involve himself to obey and obey the

rules of the madrasa

(2) Normative (X3.2) is a belief about the obligation to

contribute to the organization. The operational form of

the teacher's ability to carry out tasks well, full of

responsibility. Improve the image of madrasas.

(3) Continuance (X3.3) is a rational commitment formed on the basis of consideration and contributes to

the progress of the organization, operational form is the

teacher trying to realize the quality of madrasa

education

(4) Moral support (X3.4) The ability of teachers to run

or accept madrasah goals

(5) Desire (X3.5) the ability of teachers to survive to be

part of the madrasa

Can be seen perceptions of the variable organizational

commitment can be interpreted that the respondent

gave a good value / important, this is evident from the

average value of 4.54. Noting the table data above, the most dominant indicator forming organizational

commitment is the indicator of moral support (X3.4),

the teacher provides moral support in organizational

development with a mean value of 4.54. On the

contrary, the smallest contribution indicator is the

indicator (X3.3), which is that the teacher still has an

organization where to teach, even though there is an

offer from another organization with a mean value of

4.27. This means that organizations need to be given

close supervision so that competent teachers do not

move to other madrassas that can offer greater and more promising offers than where they teach.

Work Environment (Z)

Work environment is a workplace condition

that can influence or improve work efficiency. The

ability of a teacher to create a conducive work

environment so as to create a sense of security, comfort

and health. The non-physical work environment used

as indicators in this study are as follows: (1) Work structure, (Z1.1)

(2) work responsibilities (Z1.2)

(3) Attention and Support of leaders (Z1.3)

(4) Cooperation between groups (Z1.4)

(5) Smooth communication (Z1.5)

Can be seen perceptions of the work environment

variables can be interpreted that the respondent gave a

good / important value, this is evident from the average

value of 4.52. Noting the table data above, the most

dominant indicator forming the work environment is

the indicator of work responsibility (Z1.2), the teacher

is fully responsible for developing a healthy work environment with a mean value of 4.60. On the

contrary, the smallest contribution indicator is the

indicator (Z1.5) with a mean value of 4.39 These

results indicate that the indicator of communication

fluency possessed by Madrasah Aliyah Negeri

Makassar City is relatively good.

Teachers are able to positively communicate learning

activities with all madrasa residents consisting of

students, educators, and education staff. Besides that

the teacher is also able to communicate with parents /

guardians of students so that learning activities can run smoothly.

Teacher Performance (Y)

The ability possessed by the teacher in

doing a job so that visible work performance in an

effort to implement ideas effectively and efficiently to

achieve goals. Indicators for assessing teacher

performance are:

(1) Designing / making lesson plans (Y1.1), the ability

of teachers to make lesson plans for preparation of

learning.

(2) Mastery of Teaching Material Materials (Y1.2), the ability of teachers to master teaching materials that will

be taught to students.

(3) Designing / Using Learning Methods (Y1.3), the

ability of teachers to master effective teaching methods

and strategies to be applied in learning activities.

(4) Designing / Using Learning Media (Y1.4), the

ability of teachers to use instructional media in

teaching and learning.

(5) Giving Assignments (Y1.5), the teacher's ability to

provide assignments to be given to students as an

exercise.




46

(6) Classroom Management (Y1.6), activities carried

out by the teacher in managing the class so that

teaching and learning activities can run smoothly and

in control

(7) Assessment and Evaluation (Y1.7), the teacher's

ability to assess and evaluate learning. Teacher

responses to the teacher performance variable (Y), has a mean (mean) of 4.54. These results explain that the

Madrasah Aliyah Negeri Makassar City teachers have

very good / important abilities / roles in carrying out

learning activities in madrasas. The assessment and

evaluation indicators (Y2.7) are very good / important

indicators that are marked with a mean of 4.93.

Assessment and evaluation become the final activity in

a learning activity carried out to measure the ability of

students.

Designing / making lesson plans (Y1.1) is a

good / important second indicator, with the average

respondent's response rate of 4.68. Teachers in the City of Makassar Aliyah Madrasah are able to design / make

lesson plans well, so that learning activities can run

well in the classroom. The lesson plan becomes a basic

reference for teachers in carrying out learning activities

in class. The lowest indicator in carrying out teacher

performance is addressed jointly on the indicator of

designing / using learning media (Y1.4) which has an

average of 4.37. However, this value is still in the

category of very good / important. Teachers at

Madrasah Aliyah Negeri Makassar City, have good

skills in designing and using learning media. Variations in learning media must be done by teachers in learning

activities so that students do not feel bored and bored

following the learning activities.

Validity and Reliability Test

Validity testing is intended to determine the

validity of indicators in measuring latent variables.

Validity testing is done through convergent validity by

looking at the size of the estimate (loading factor). An

indicator is declared valid if the loading factor is

positive and greater than 0.5. The construct reliability

test is carried out to test whether the indicators are reliable in measuring latent variables. Reliability

testing is carried out using discriminant reliability

(average variance extracted (AVE)) and composite

reliability (construct reliability). Test criteria if the

AVE value is greater than 0.5 or the composite

reliability value is greater than or equal to 0.7, then it

can be stated as a reliable indicator in measuring the

latent variable. Teacher Performance variable reaches

the AVE value of 0.569135294> 0.5 then the

instrument is declared valid and reliability with a

construct value of 0.788899641> 0.7

Based on the results of the validity testing

analysis in the above table it can be concluded that all

indicators of each Islamic leadership variable, spiritual

pedagogical competence, organizational commitment,

work environment and performance produce a loading

factor greater than 0.5. Thus these indicators are

declared valid or able to measure Islamic leadership, spiritual pedagogical competence, organizational

commitment, work environment and performance. The

reliability test above can also be concluded that the

variables of Islamic leadership, spiritual pedagogical

competence, organizational commitment, work

environment and performance produce AVE values

greater than 0.5. Thus, all indicators that measure these

variables are declared reliable or reliable. The

reliability test above also informs us that the composite

reliability of Islamic leadership variables, spiritual

pedagogical competencies, organizational commitment,

work environment and performance is greater than 0.7. Thus, all indicators that measure these variables are

declared reliable or reliable to be used to measure or

explain their dimensions.

The Influence of Islamic Leadership on the Work

Environment in Makassar City Madrasah Aliyah

Leadership as a process influences a group

of people so they are willing to work earnestly to

achieve their group goals. In other words, leadership is

the process of providing guidance or example and

providing an easy way (facility) than the work of people who are formally organized to achieve the goals

set. In the Islamic perspective the leadership is known

by the name of Islamic leadership, which is a pattern of

leadership that has a rational awareness (conscious as

the caliph of Allah SWT) and spiritual awareness

(aware as a servant of Allah SWT (Ishfaq Ahmed,

2014): Surely there is already in (the Prophet's) suri a

good example for you (ie) for those who hope for (the

mercy) of Allah and (the coming of) the Day of

Resurrection and he often chants Allah.

Verse 21 explains that the pattern of Islamic

leadership is in the Prophet Muhammad himself. The leader mandate holder in the context of Islamic

leadership must emulate the leadership values that have

been exemplified by the Prophet. God insists that such

practice will bring happiness in this world and the

hereafter. Descriptive analysis results show that the

high Islamic leadership possessed by the teacher is

aimed at the at-tabliq indicator (X1.2) with a mean

value of respondents of 4.88. These results explain that

the teacher in carrying out his tasks and functions is

always based on the nature of honesty, good speech

and openness he has. Honesty that is built up in a teacher will provide valuable lessons for themselves




47

and their students. Teachers in the City of Makassar

City Aliyah Madrasas in carrying out their duties and

functions, have understood that a teacher must present

and carry out the nature of honesty and good speech in

himself. The results of the confirmatory factor analysis

show that an important factor that reflects the Islamic

leadership variable is the At-Tablig indicator (X1.4) with an estimated value (Loading factor) of 0.651. This

explains that the teacher has a great sense of

responsibility in carrying out the tasks and functions

that will produce quality performance and quality. The

influence of Islamic leadership on the work

environment can be proven with a standardized value

of 0.409. This shows that the path coefficient has a

positive value, meaning that the Islamic leadership

character of the teacher influences the work

environment that supports one another between work

structures, work responsibilities, attention and support

of leaders, collaboration between groups and communication smooth so that teachers run its tasks

and functions will achieve maximum results. The

results of testing the first hypothesis (H1) prove that

there is a positive and significant influence of Islamic

leadership on the work environment.

Based on this statement it can be explained that the

positive and significant influence of Islamic leadership

on the teacher's work environment is caused by the

teacher being able to realize the character or nature of

Islamic leadership consisting of as-shiddiq, at-tabliq,

amanah, fathanah, ihklas, fair and legalitarian, noble morals and tawadhu to create and condition a learning

atmosphere that can create a safe, comfortable and

quality work environment for students.

The Effect of Spiritual Pedagogical Competence on

the Work Environment in Makassar City Madrasah

Aliyah.

Pedagogic competence according to Law

No. 8 14 of 2005 is an ability that must be possessed

by teachers in the learning process associated with

learning preparation, learning management,

understanding of students, development in the use of media, learning resources, and evaluation of learning.

But for spiritual pedagogical competence even though

it is not contained in the Law on National Education

System or Permendiknas, ownership of spiritual

pedagogic competence is absolutely necessary for a

teacher.

The 2013 curriculum, which became the

government's reference, put spiritual attitudes on core

competencies for students, and implementation of these

needs for teachers in carrying out learning activities is

required to develop spiritual values that require guidance and teaching from teachers appropriately. In

this context the teacher must have a set of spiritual

pedagogical competencies both personally and

professionally. Spiritual pedagogical competence is

personally manifested in the form of a teacher's piety in

implementing spiritual values, while. Spiritual

pedagogical competence is professionally realized in

teaching spiritual values to students appropriately. Descriptive analysis results show that the

high spiritual pedagogical competency possessed by

the teacher is aimed at the discipline indicator (X2.3)

with the mean value of respondents 4.63. These results

explain that teachers in carrying out their tasks and

functions are always based on high discipline in

understanding students and managing learning based

on spiritual values that educate and dialogically will

provide space for students to convey their ideas and

ideas so that students feel involved in the learning

process activities for produce good quality learning.

Teachers in the City of Makassar City Aliyah Madrasas in carrying out their duties and functions, have

understood that a teacher must present and enforce

discipline in every activity. The results of the

confirmatory factor analysis show that an important

factor that reflects the spiritual pedagogical

competency variable is the discipline indicator (X2.3)

with an estimated value (Loading factor) of 0.695. This

explains that the teacher has a high discipline in

carrying out the tasks and functions so as to produce

quality performance and quality.

The influence of spiritual pedagogical competence on the work environment can be proven

with a standardized value of 0.299. This shows that the

path coefficient is positive, meaning that the spiritual

pedagogical competency of the teacher is high so that

an increase in a conducive work environment means

that the work environment supports each other both

regarding work structure, work responsibilities,

attention and support leadership, collaboration between

groups and smooth communication.

The results of testing the second hypothesis (H2) prove

that there is a positive and significant influence on

spiritual pedagogical competence on the work environment. This statement gives the meaning that to

create a conducive work environment, we need a

teacher who is able to understand and master spiritual

pedagogical competencies both personally and

professionally in his work environment.

The Effect of Organizational Commitment on the

Work Environment in Makassar City Madrasah

Aliyah

Organizational commitment is an identity

that involves the organization and the desire to stay together in the organization. or is self-actualization of




48

organizational loyalty through the willingness or

willingness to try to be part of the organization so that

organizational commitment is an important factor in

achieving organizational goals and the output of

organizational commitment is performance. The results

of the descriptive analysis indicate that the high

organizational commitment teachers have is aimed at the indicator of moral support (X3.4) with a mean

value of respondents 4.54. These results explain that

teachers provide moral support in the development of

teacher organizations in Madrasah Aliyah Makassar

City in carrying out their duties and functions, have

understood that a teacher must be fully committed to

the development of his organization ,.

The result of the confirmatory factor

analysis shows that an important factor that reflects the

organizational commitment variable is the moral

support indicator (X3.4) with an estimated value

(Loading factor) of 0.715. This explains that the teacher has high moral support in carrying out the tasks

and functions so as to produce quality performance and

quality. The influence of organizational commitment to

the work environment can be proven with a

standardized value of 0.346. This shows that the path

coefficient is positive, meaning that the spiritual

pedagogical competency of the teacher is high so that

an increase in a conducive work environment means

that the work environment is mutually supportive of

each other both regarding work structure, work

responsibilities, attention and support leadership, collaboration between groups and smooth

communication.

The results of the second hypothesis testing

(H3) prove that there is a positive and significant

influence on organizational commitment to the work

environment. This statement gives meaning to the

organizational commitment of a good teacher that will

have an influence on a conducive environment. In the

work environment, it cannot be avoided that there are

opportunities, challenges, obstacles and threats, but

with the organizational commitment of a teacher, this

can be overcome with the support of the leadership, cooperation, responsibility and good communication in

the work environment.

The Influence of Islamic Leadership on Teacher

Performance in Makassar City Madrasah Aliyah

The nature or character that must be

possessed by a leader according to the Qur'an and the

Hadith, in essence there are 4 traits that must be

fulfilled, namely (1) Al-Fathanah namely intelligence

that gives birth to the ability to face and overcome

problems that arise instantly, (2) Al -Amanah, namely the trust given to him both from Allah SWT and from

the people he leads, so as to create a sense of security

for all parties, (3) Ash-Shidq, namely truth and

sincerity in behaving, saying and struggling to carry

out their duties, (4) At Tabligh is honest and

responsible delivery or communication or can be

termed openness. Allah SWT . A teacher in essence

must understand and know the character in order to be applied to learning activities.

The results of testing the hypothesis of the

influence of Islamic leadership on performance

produce a path coefficient of 0.341 and a p-value of

0.016. This shows that the path coefficient is positive

and p-value <level of significance (alpha (α) = 5%).

Therefore, it can be interpreted that there is a positive

and significant influence of Islamic leadership on

performance, meaning that the higher the teacher's

ability to understand and apply Islamic leadership, the

higher the performance of a teacher. Islamic leadership

is a character or basic attitude that must be possessed by a teacher, to be able to guide, direct, and facilitate

students. The teacher is the leader of the class who will

be and set an example or role model for students. The

results of this study are supported by research

conducted by Sunarji Harahap (2016) in his journal

stating that Islamic leadership and work motivation

have a significant effect on employee performance at

PT. Bank Syariah Mandiri, Tbk Sukaramai Branch

Office Medan and the most influential variables on

employee performance are work motivation.


Teacher Performance in Makassar City Madrasah

Aliyah

Spiritual Pedagogical Competence is the

ability possessed by a teacher which includes skills,

knowledge, attitudes and skills in managing learning

that is based on spiritual awareness, spiritual

understanding and spiritual attitude. The indicator is

the religious value which is the main source for

teachers in implementing the learning process: which

consists of: (1) Responsibility, (2) Sincere, sincere and

consistent (3) Discipline and self-confidence (4) Patient, friendly, flexible, and full of understanding (5)

Diligent and not easily giving up 6) Being an example

and providing the best service for students and leaders

(7) Innovative and creative. The results of testing the

hypothesis of the influence of spiritual pedagogical

competence on performance produce a path coefficient

of 0.252 and a p-value of 0.032. This shows that the

path coefficient is positive and p-value <level of

significance (alpha (α) = 5%). Therefore, it can be

interpreted that there is a positive and significant

influence on spiritual pedagogical competence on performance. To produce quality performance, a




49

teacher must have the skills, knowledge, attitudes and

skills in managing learning that is based on spiritual

awareness, spiritual understanding and spiritual

attitude, his art in learning a teacher must understand

and know that learning methods or strategies are more

important than material , but the spirit of a teacher is

more important than the method. The results of this study are supported by

Syafruddin Aziz (2017) journal Spiritual competence

for teachers is specifically presented as a complement

to four competencies in the Ministry of Education,

namely pedagogic, professional, social and personality.

Without mastering spiritual competence, the teacher is

certainly not able to foster children's spiritual

intelligence. It is even possible for teachers not to

comprehend the concept of spiritual education and its

scope comprehensively.

The Effect of Organizational Commitment on

Teacher Performance in the City of Makassar

Aliyah Madrasah

The results of the organization commitment

have a positive and significant effect on teacher

performance. The influence of organizational

commitment is determined by the strength of affective,

normative, sustainable commitment, moral support and

passion that teachers have in Makassar City Madrasah

Aliyah in improving their performance. This is proven

by almost all teachers having a high commitment to

teaching in order to improve their performance. Affective commitment is a manifestation of the

commitment of teacher organizations to always have an

emotional attachment to the organization where they

teach, have identification of self access and feel

involved in every organizational activity. Disclosure of

affective commitment encourages every teacher to

improve their performance. Through normative

commitment, teachers are expected to be able to

become professional educators to have a positive

influence on their performance. Continued

commitment aims to improve progress and quality in

madrasas as a manifestation of the achievement of teacher performance. Moral support possessed by a

teacher is the ability to run and accept the objectives of

the madrasa supported by the teacher's desire to survive

and become part of the madrasa, so the stronger the

organizational commitment of a teacher so that the

higher the performance achievement. Hypothesis

testing the effect of commitment to performance

produces a path coefficient of 0.458 and a p-value of

*** (p-value <0.01). This shows that the path

coefficient is positive and p-value <level of


interpreted that there is a positive and significant effect

on commitment to performance.

The explanation above provides

reinforcement to the theory put forward by Helmt

(2008) that good organizational commitment will result

in the point of view of achieving optimal, relevant

performance proposed by Dr. H. Syahri Nuhun (interview results) that with high commitment will

foster teacher's awareness, understanding, knowledge

and skills to improve their performance.

The Effect of the Work Environment on Teacher

Performance in Makassar City Madrasah Aliyah

Work environment is a workplace condition

that can influence or improve work efficiency. The

ability of a teacher to create a conducive work

environment so as to create a sense of security, comfort

and health. In this study non-physical work

environment which includes; work structure, work

responsibilities, attention and support of leaders, collaboration between groups and fluency of

communication affect the performance of teachers in;

Designing / making lesson plans, Mastery of Teaching

Material, Designing / Using Learning Methods,

Designing / Using Learning Media, and Giving Tasks.

Hypothesis testing the effect of the work environment

on performance produces a path coefficient of 0.375

and p-value of 0.005. This shows that the path

coefficient is positive and p-value <level of


interpreted that there is a positive and significant influence of the work environment on performance.

The results of this study are supported by Heny Sidati

(2015) journal of the influence of work environment,

work discipline, and work motivation on the

performance of civil servants in Madiun district, with

the results of the work environment, work discipline,

motivation to work together and its impact

simultaneously has a positive and significant effect on

the performance of Madiun Regency DPRD civil

servants.

The Effect of Islamic Leadership on Teacher

Performance through the Work Environment in

Makassar City Madrasah Aliyah.

The influence of Islamic leadership on

performance through the work environment produces

an indirect coefficient of 0.154 and a statistical T of

2.139. This shows that the indirect coefficient is

positive and the T statistic> T-table (1.96). Therefore,

it can be interpreted that there is a positive and

significant influence of Islamic leadership on

performance through the work environment. The

results of this study explain that the Islamic leadership character possessed by teachers in Makassar City




50

Madrasah Aliyah supported by a conducive work

environment, which includes organizational structure,

responsibilities, attention and support of leaders,

cooperation and smooth communication, can be

applied to the learning process which includes

planning, management and evaluation of learning, so

that teachers at Makassar City Madrasah Aliyah are able to improve their performance. Explicitly, in Law

number 20 of 2003 and Law number 14 of 2005, has

provided an illustration that the performance of

teachers is in the formulation of carrying out the main

tasks and fulfilling the workload, as well as realizing

competence in carrying out the mandate of education.


Teacher Performance through the Work

Environment in Makassar City Madrasah Aliyah

The influence of spiritual pedagogical

competence on performance through the work environment produces an indirect coefficient of 0.096

and T statistics of 2.043. This shows that the indirect

coefficient is positive and T statistics> of the T-table

(1.96). Therefore, it can be interpreted that there is a

positive and significant influence on spiritual

pedagogical competence on performance through the

work environment. The results of this study state that

the spiritual pedagogical competence of a teacher who

has an awareness, understanding and spiritual attitude

can be an example and set an example so as to create a

safe, comfortable and pleasant work environment. The conducive work environment supports a teacher to

carry out the learning process by reflecting spiritual

values in every aspect of learning in Madrasah Aliyah

Negeri Makassar City.

The Effect of Organizational Commitment on

Teacher Performance through the Work

Environment at Madrasah Aliyah Negeri Makassar

City

The effect of commitment to performance

through the work environment produces an indirect

coefficient of 0.181 and T statistics of 2.784. This shows that the indirect coefficient is positive and T

statistics> T-table (1.64). Therefore, it can be

interpreted that there is a positive and significant effect

on commitment to performance through the work

environment. The results of this study indicate that the

commitment held by the teacher and a healthy work

environment support each other to create a pleasant

atmosphere in educating by showing pure values when

implementing the learning process that is accompanied

by sincere intentions and strong commitment so that a

teacher is able to improve its performance is full of innovative, effective and efficient.

Based on the results of the discussion that has been put

forward, this study provides the following findings:

1. Results of direct analysis (direct influence);

independent variables namely Islamic Leadership,

spiritual pedagogical competence and organizational

commitment have a positive and significant effect on

the dependent variable, namely the work environment at Madrasah Aliyah Negeri Makassar City

2. Indirect analysis results (indirect influence)

Independent variables namely Islamic leadership,

spiritual pedagogical competence and organizational

commitment have a positive and significant effect on

the dependent variable namely teacher performance

through intervening variables in the work environment

in MAN Makassar City

3. The highest total (direct and indirect) analysis of

results is the independent variable, namely

organizational commitment to the dependent variable,

namely teacher performance. Limitations and weaknesses in this study

can result in imperfect research that is expected to be

perfected by other researchers. Some limitations and

weaknesses are as follows:

1. This research only focuses on the Makassar City

Madrasah Aliyah teachers, by examining Islamic

leadership, spiritual pedagogical competencies,

organizational commitment, work environment and

teacher performance, but does not look at teacher

performance and the quality or quality of education in

Makassar City Madrasah Aliyah. 2. This study was only conducted at Madrasah Aliyah

Negeri Makassar City, so it did not fully describe the

variables that were the object of research

Conclusion

Based on the results of the discussion and research

findings, the following conclusions can be made:

1. Islamic leadership has a positive effect by producing

a path coefficient of 0.409 and significant (alpha (α)

= 5%). on the work environment. While spiritual

pedagogical competence has a positive effect by

producing a path coefficient of 0.299 and significant (alpha (α) = 5%). on the work environment.

Similarly, organizational commitment has a positive

effect by producing a path coefficient of 0.346 and

significant (alpha (α) = 5%). on the work

environment.

2. Islamic leadership has a positive effect by producing

a path coefficient of 0.341 and significant (alpha (α)

= 5%). on teacher performance and spiritual

pedagogical competence have a positive effect by

producing a path coefficient of 0.252 and significant

(alpha (α) = 5%). on teacher performance.




51

3. Organizational commitment has a positive effect by


(alpha (α) = 5%). on teacher performance. Similarly,

the work environment has a positive effect by


(alpha (α) = 5%). on teacher performance.

4. Islamic leadership has a positive effect by producing an indirect coefficient of 0.154 and T statistics of

2.139> of the T-table (1.96). on teacher performance

through the work environment. Spiritual pedagogical

competence has a positive effect by producing an

indirect coefficient of 0.096 and T statistics of 2.043>

from the T-table (1.96). on teacher performance

through the work environment. Furthermore,

organizational commitment also has a positive effect

by producing an indirect coefficient of 0.181 and T

statistics of 2.784> from the T-table (1.96). on

teacher performance through the work environment

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