SELF-EFFICACY, ADVERSITY QUOTIENT, AND TEACHER COMPETENCE
THEIR ASSOCIATIONS WITH TEACHER PERFORMANCE IN PUBLIC JUNIOR HIGH SCHOOLS IN SOUTH TANGERANG, INDONESIA
DOI:
https://doi.org/10.30868/ei.v15i04.11018Keywords:
Adversity Quotient, Teacher Competence, Teacher Performance, Self-Efficacy, Public Junior High SchoolsAbstract
Background: Teacher performance is associated with individual beliefs, responses to adversity, and professional competence. Research Objectives: This study aimed to examine the relationships of self-efficacy, adversity quotient (AQ), and teacher competence with teacher performance among public junior high school teachers in South Tangerang, Indonesia. Methods: A cross-sectional quantitative survey was conducted with 163 teachers from six public junior high schools. Data were collected through self-report questionnaires and analyzed using descriptive statistics, separate bivariate regressions, and multiple regression. The reported Cronbach’s alpha coefficients were 0.745 for self-efficacy, 0.758 for AQ, 0.975 for competence, and 0.947 for teacher performance. Results: Each predictor was positively associated with teacher performance in separate bivariate models. In the simultaneous regression model, self-efficacy was not statistically significant (β = 0.049, p = 0.509), whereas AQ (β = 0.474, p < 0.001) and competence (β = 0.351, p < 0.001) remained positively associated with teacher performance. The joint model accounted for 62.4% of the variance in teacher performance (R² = 0.624; adjusted R² = 0.617), F(3, 159) = 88.042, p < 0.001. Conclusion: The findings distinguish bivariate associations from the unique statistical contributions estimated in the joint model. Because the study employed a cross-sectional design and relied on self-reported data, the results do not establish causal relationships. The findings are limited to the six schools included in the study.
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