Pengaruh Kemampuan Kerja dan Disiplin Kerja terhadap Kinerja Guru Melalui Motivasi Kerja sebagai Variabel Intervening

Abstract

This study aims to analyze the direct and indirect effects of work ability and work discipline on teacher performance through work motivation as an intervening variable at Madrasah Aliyah Nahdlatul Ulama Raudlatul Mu'allimin Wedung, Demak Regency. A quantitative approach with an explanatory research design and cross-sectional cross-validation was adopted. The study population comprised all 52 active teachers, and a saturated sampling (census) technique was utilized. Primary data were gathered using a structured five-point Likert scale questionnaire and analyzed via multiple linear regression, path analysis, and the Sobel test using SPSS version 26. Empirical results reveal that work ability exerts a positive and statistically significant effect on work motivation (β= 0.528, p < 0.001), whereas work discipline does not significantly influence work motivation (β = 0.162, p = 0.223). Direct effects on teacher performance show that neither work ability (β = 0.231, p = 0.173) nor work discipline (β = 0.171, p = 0.230) has a statistically significant direct impact. Work motivation exhibits a marginal direct effect on performance (β = 0.380, p = 0.054) and fails to act as a significant mediating variable for both work ability (z = 1.805, p = 0.071) and work discipline (z = 1.048, p = 0.294). Nevertheless, the combined structural model explains 51.3% of the total variance in teacher performance (R² = 0.513). Strategic interventions must prioritize pedagogical and professional competency enhancements.