The Effect Of Competence On Teacher Performance With Self-Efficacy As A Mediating Variable At Sman 1 Pabuaran

Teacher performance is a key factor influencing the quality of learning in schools. However, in practice, there are still variations in teacher performance levels, even though most teachers possess strong competencies. This suggests that competencies alone are not sufficient to improve performance without the support of other factors, such as self-efficacy or confidence in one’s own abilities. This study aims to analyze the influence of competence on teacher performance as well as the role of self-efficacy as a mediating variable in that relationship. The study used a quantitative method with a survey approach by distributing questionnaires to teachers at SMAN 1 Pabuaran. The study population consisted of 46 teachers, all of whom were included as the sample using a saturated sampling technique. Data analysis was conducted using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) method with the assistance of the SmartPLS 4 application. The results showed that competence significantly influenced self-efficacy with a T-statistic value of 3.374 and a P-value of 0.001. Self-efficacy also significantly influences teacher performance with a T-statistic value of 17.971 and a P-value of 0.000. Additionally, competence has an indirect effect on performance through self-efficacy with a T-statistic value of 3.066 and a P-value of 0.001, thus proving that self-efficacy mediates this relationship.

Keywords: Competence, Performance, Self-Efficacy, Teachers